Competencies, skills and assessment

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    Abstract

    This paper is an analysis of the challenge of assessing student learning and how that is affected by using descriptions of competencies as a core element when describing the aims of the learning process. Assessment is modelled as a three step process; characterising, identifying and judging, to allow for the following argument: Working with competency descriptions is rightly said to make judging more difficult. This potentially lowers the reliability of the assessment. But competency descriptions also carry a great potential of raising the validity of the assessment by focusing the characterisation part of an assessment process. From a teaching and teachers' perspective, the latter is far more important than the former.

    Original languageEnglish
    Title of host publicationMerga32 : crossing divides:  proceedings of the 32nd annual conference of the mathematics education research group of Australasia
    EditorsRoberta Hunter, Brenda Bicknell, Tim Burgess
    Volume1
    PublisherMERGA
    Publication date2009
    Pages225-231
    ISBN (Print)978-1-920846-20-6
    ISBN (Electronic)978-1-920846-22-0
    Publication statusPublished - 2009
    EventMERGA - Wellington, New Zealand
    Duration: 5 Jul 20099 Jul 2009
    Conference number: 32

    Conference

    ConferenceMERGA
    Number32
    Country/TerritoryNew Zealand
    CityWellington
    Period05/07/200909/07/2009

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    • Competency goals and oral exams in mathematics

      Højgaard, T., 31 Dec 2023, Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Drijvers, P., Csapodi, C., Palmér, H., Gosztonyi, K. & Kónya, E. (eds.). Budapest, Hungary: Alfréd Rényi Institute of Mathematics and ERME, p. 3958-3965

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