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Modes of modelling assessment-a literature review.

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Bibliographic Details
Title: Modes of modelling assessment-a literature review.
Authors: Frejd, Peter1 peter.frejd@liu.se
Source: Educational Studies in Mathematics. Nov2013, Vol. 84 Issue 3, p413-438. 26p.
Subject Terms: *Study & teaching of mathematical models, *Mathematical ability testing, *Curriculum planning, *Mathematics education, Meta-analysis, Empirical research
Geographic Terms: Sweden
Abstract: This paper presents a critical review of literature investigating assessment of mathematical modelling. Written tests, projects, hands-on tests, portfolio and contests are modes of modelling assessment identified in this study. The written tests found in the reviewed papers draw on an atomistic view on modelling competencies, whereas projects are described to assess a more holistic modelling competence but obstacles regarding reliability of assessing projects are identified. The outcome of this investigation also indicates that the criteria used in frameworks or modes of assessment seldom are derived from a theoretical analysis, but more often based on ad hoc constructions, experience from assessment situations or empirical studies of students' work. Finally, this study suggests that an elaborated view on the meaning of quality of mathematical models is needed in order to assess the quality of students' work with mathematical models. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This paper presents a critical review of literature investigating assessment of mathematical modelling. Written tests, projects, hands-on tests, portfolio and contests are modes of modelling assessment identified in this study. The written tests found in the reviewed papers draw on an atomistic view on modelling competencies, whereas projects are described to assess a more holistic modelling competence but obstacles regarding reliability of assessing projects are identified. The outcome of this investigation also indicates that the criteria used in frameworks or modes of assessment seldom are derived from a theoretical analysis, but more often based on ad hoc constructions, experience from assessment situations or empirical studies of students' work. Finally, this study suggests that an elaborated view on the meaning of quality of mathematical models is needed in order to assess the quality of students' work with mathematical models. [ABSTRACT FROM AUTHOR]
ISSN:00131954
DOI:10.1007/s10649-013-9491-5