Integrating errors into developmental assessment: 'time' for ages 8-13
Doig, Brian, Williams, Julien, Wo, Lawrence and Pampaka, Maria 2006, Integrating errors into developmental assessment: 'time' for ages 8-13, in Proceedings of the 30th conference of the international group for the psychology of mathematics education, Charles University in Prague, Faculty of Education, Prague, Czech Republic, pp. 441-448.
International Group for the Psychology of Mathematics Education Conference
Charles University in Prague, Faculty of Education
Place of publication
Prague, Czech Republic
It is widely agreed that measurement is of paramount importance to students’ overall development in mathematics. This paper describes a developmental ‘map’ of students’ understanding and skills in measurement, focussed on the topic of Time, that integrates correct and incorrect student ideas. The map is based on a Rasch analysis of data from a large-scale UK national survey for standardising assessment for children from 5 to 14 years of age. It is demonstrated how a partial credit strategy enables a developmental map to be constructed to show students’ strengths and weaknesses in a meaningful and useful summative and formative manner. This map provides evidence, of both a summative and a formative nature, which may enable teachers to craft appropriate and successful learning experiences for children.
Field of Research
130208 Mathematics and Numeracy Curriculum and Pedagogy 200105 Organisational, Interpersonal and Intercultural Communication
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