Record Details

Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency: The potential of Rasch measurement theory


Field Value
Title Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency: The potential of Rasch measurement theory
Creator Dunne, Tim; Department of Statistical Sciences, University of Cape Town Long, Caroline; Centre for Evaluation and Assessment, University of Pretoria Craig, Tracy; Academic Support Programme for Engineering
in Cape Town, University of Cape Town Venter, Elsie; Independent researcher
Subject Education; Mathematics Education; Mathematics Assessment; Rasch measurement; classroom-based assessment; systemic assessment types
Description The challenges inherent in assessing mathematical proficiency depend on a number of factors, amongst which are an explicit view of what constitutes mathematical proficiency, an understanding of how children learn and the purpose and function of teaching. All of these factors impact on the choice of approach to assessment. In this article we distinguish between two broad types of assessment, classroom-based and systemic assessment. We argue that the process of assessment informed by Rasch measurement theory (RMT) can potentially support the demands of both classroom-based and systemic assessment, particularly if a developmental approach to learning is adopted, and an underlying model of developing mathematical proficiency is explicit in the assessment instruments and their supporting material. An example of a mathematics instrument and its analysis which illustrates this approach, is presented. We note that the role of assessment in the 21st century is potentially powerful. This influential role can only be justified if the assessments are of high quality and can be selected to match suitable moments in learning progress and the teaching process. Users of assessment data must have sufficient knowledge and insight to interpret the resulting numbers validly, and have sufficient discernment to make considered educational inferences from the data for teaching and learning responses.
Publisher AOSIS Publishing
Date 2012-11-21
Type — Rasch analysis
Format text/html application/octet-stream text/xml application/pdf
Identifier 10.4102/pythagoras.v33i3.19
Source Pythagoras; Vol 33, No 3 (2012); 16 pages
Language en
Coverage — — Grade 8
Rights Copyright information Ownership of copyright in terms of the Work remains with the authors.The authors retain the non-exclusive right to do anything they wish with the Work, provided attribution is given to the place and detail of original publication, as set out in the official citation of the Work published in the journal. The retained right specifically includes the right to post the Work on the authors’ or their institutions’ websites or institutional repository.Publication and user license The authors grant the title owner and the publisher an irrevocable license and first right and perpetual subsequent right to (a) publish, reproduce, distribute, display and store the Work in  any form/medium, (b) to translate the Work into other languages, create adaptations, summaries or extracts of the Work or other derivative works based on the Work and exercise all of the rights set forth in (a) above in such translations, adaptations, summaries, extracts and derivative works, (c) to license others to do any or all of the above, and (d) to register the Digital Object Identifier (DOI) for the Definitive Work.The authors acknowledge and accept the user licence under which the Work will  be published as set out in (Creative Commons Attribution License South Africa)The undersigned warrant that they have the authority to license these publication rights and that no portion of the copyright to the Work has been assigned or licensed previously to any other party.Disclaimer: The publisher, editors and title owner accept no responsibility for any statement made or opinion expressed by any other person in this Work. Consequently, they will not be liable for any loss or damage sustained by any reader as a result of his or her action upon any statement or opinion in this Work. In cases where a manuscript is NOT accepted for publication by the editorial board, the portions of this agreement regarding the publishing licensing shall be null and void and the authors will be free to submit this manuscript to any other publication for first publication.Our copyright policies are author-friendly and protect the rights of our authors and publishing partners.