Assessing Students' Application Skills through Contextualized Tasks: Toward a More Comprehensive Framework for Embedding Test Questions in Context
Saved in:
| Title: | Assessing Students' Application Skills through Contextualized Tasks: Toward a More Comprehensive Framework for Embedding Test Questions in Context |
|---|---|
| Language: | English |
| Authors: | Filio Constantinou |
| Source: | Practical Assessment, Research & Evaluation. 2024 29. |
| Availability: | University of Massachusetts Amherst Libraries. 154 Hicks Way, Amherst, MA 01003. e-mail: pare@umass.edu; Web site: https://openpublishing.library.umass.edu/pare/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Secondary School Mathematics, Secondary School Students, Context Effect, Mathematical Applications, Test Construction, Test Validity, Quality Control, Thinking Skills, Decision Making Skills, Authentic Learning |
| Geographic Terms: | United Kingdom (England) |
| ISSN: | 1531-7714 |
| Abstract: | This study investigated task contextualization as a means of assessing students' ability to apply their subject knowledge to new situations. Through analyzing 527 Functional Mathematics examination questions that claim to assess students' application skills, it developed a set of principles for embedding questions in context: deep contextualization, context balance, context unpredictability and context purposefulness. This paper differentiates between two interpretations of context appropriateness in assessment: (a) the extent to which the context allows students to demonstrate their true knowledge and skills, and (b) the extent to which the context is consistent with the specific aims (or claims) of the course/qualification of which the assessment is part. While the former interpretation has been extensively researched, the latter is less -- if at all -- explored. This paper examines this latter interpretation. It then combines the two conceptualizations of context appropriateness to propose a more comprehensive framework for assessing students' application skills. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1443526 |
| Database: | ERIC |
| Abstract: | This study investigated task contextualization as a means of assessing students' ability to apply their subject knowledge to new situations. Through analyzing 527 Functional Mathematics examination questions that claim to assess students' application skills, it developed a set of principles for embedding questions in context: deep contextualization, context balance, context unpredictability and context purposefulness. This paper differentiates between two interpretations of context appropriateness in assessment: (a) the extent to which the context allows students to demonstrate their true knowledge and skills, and (b) the extent to which the context is consistent with the specific aims (or claims) of the course/qualification of which the assessment is part. While the former interpretation has been extensively researched, the latter is less -- if at all -- explored. This paper examines this latter interpretation. It then combines the two conceptualizations of context appropriateness to propose a more comprehensive framework for assessing students' application skills. |
|---|---|
| ISSN: | 1531-7714 |
