Computer-based assessment of mathematics into the twenty-first century: pressures and tensions

Hoogland, Kees; Tout, Dave

doi:10.1007/s11858-018-0944-2

Cited by 41 publications

(31 citation statements)

References 34 publications

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“…The shift from the extensive use of written tests to assessments for learning, for instance, might be seen as a shift from summative to formative assessment or from focussing on answers to focussing on mathematical processes (Wiliam 2007). Hoogland and Tout (2018) discuss how computer-based assessment might offer new opportunities to assess more of students' mathematical competence. For instance, recent developments in technology might support the assessment of higher-order thinking skills in mathematics while also offering opportunities to use authentic tasks.…”

Section: Issues In Methodologymentioning

confidence: 99%

“…A key difference between the approaches that Fujita et al (2018) and Hoogland and Tout (2018) take compared to the OECD's approach (2016) is that the OECD, in PISA 2015, merely transferred their paper-based mathematics trend items 2 to a computerised format but failed to take advantage of the possibilities a digital platform might offer, as in the two other studies. While PISA for trend items primarily utilised possibilities for automated scoring, Fujita et al and Hoogland and Tout discuss challenges related to designing richer and more authentic tasks.…”

Section: Issues In Methodologymentioning

confidence: 99%

“…Task aspects such as video and graphical displays might also lessen the need for language fluency to comprehend the mathematical problem at hand (Sangwin 2013;Hoogland and Tout 2018). For example, in national low-stake tests, supplementary test items might be developed for students with special needs or language barriers in order to achieve higher measurement accuracy and to ensure that test items have appropriate difficulty levels and are generally understood by the students (Institut zur Qualitätsentwicklung im Bildungswesen IQB 2017).…”

Section: Equity Issuesmentioning

confidence: 99%

“…Educational systems should educate citizens who can contribute to democracy and add to the technical and financial development of society; such citizens must also possess the mathematical competence necessary for their professional and everyday lives. To achieve these goals, we need to develop assessments that can assess all aspects of mathematical competence, not only certain aspects that are easier to assess (Hoogland and Tout 2018;Burkhardt and Schoenfeld 2018). Research in the field should pay more attention to the theoretical foundations of what is assessed and the development of the test instruments (Neubrand 2018;Martinovic and Manizade 2018;Yang;Hansen and Strietholt 2018;Ubuz and Aydin 2018;Pankow et al 2018).…”

Section: Issues In Assessment In Mathematics Educationmentioning

confidence: 99%

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Assessment in mathematics education: responding to issues regarding methodology, policy, and equity

Nortvedt

Buchholtz

2018

ZDM Mathematics Education

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In educational contexts, assessments may be designed to target students, preservice teachers, or teachers, either as individuals or as representatives of a group, and for a multitude of purposes. One key aim of assessment in mathematics education is to provide evidence that can be used to make decisions about or improve mathematics education, which then raises questions about which aspects of mathematical competence should be assessed-as well as how and for what purpose. This review paper addresses three related themes: (1) issues related to the assessment process and to the development of assessments that can validly assess mathematical competence in all its complexity; (2) issues related to educational policy and policy-making based on assessment data, in particular the reciprocal relationship between assessment and policy; and (3) issues related to equity, such as gender issues or the achievement gap between majority and minority students. Awareness of the relation between assessment, teaching, and learning is shown throughout the paper. Strong relationships between the three focus areas are found, that impact assessment validity and call for further development of assessment practices in mathematics education.

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Section: Issues In Methodologymentioning

confidence: 99%

Section: Issues In Methodologymentioning

confidence: 99%

Section: Equity Issuesmentioning

confidence: 99%

Section: Issues In Assessment In Mathematics Educationmentioning

confidence: 99%

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Assessment in mathematics education: responding to issues regarding methodology, policy, and equity

Nortvedt

Buchholtz

2018

ZDM Mathematics Education

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“…Computers have been part of the testing landscape for decades. Their role has evolved from tools for automated scoring of multiple-choice items to be a primary means by which assessments are administered to examinees (Hoogland & Tout, 2018). A persistent question has been how comparable CBTs are to their PPT counterparts (Schoenfeldt, 1989).…”

Section: Introductionmentioning

confidence: 99%

Computer-Based and Paper-and-Pencil Tests: A Study in Calculus for STEM Majors

Smolinsky

Marx

Ólafsson

et al. 2020

Journal of Educational Computing Research

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Computer-based testing is an expanding use of technology offering advantages to teachers and students. We studied Calculus II classes for science, technology, engineering, and mathematics majors using different testing modes. Three sections with 324 students employed: paper-and-pencil testing, computer-based testing, and both. Computer tests gave immediate feedback and allowed multiple submissions and pooling. Paper-and-pencil tests (PPTs) required work and explanation allowing inspection of high cognitive demand tasks. Each test mode used the strength of its method. Students were given the same lecture by the same instructor on the same day and the same homework assignments and due dates. The design is quasi-experimental, but students were not aware of the testing mode at registration. Two basic questions examined were as follows: (a) Do paper-and-pencil and computer-based tests (CBTs) measure knowledge and skill in science, technology, engineering, and mathematics Calculus II in a consistent manner? (b) How does the knowledge and skill gained by students in a fully computer-based Calculus II class compare to students in a class requiring pencil-and-paper tests and hence some paper-and-pencil work. These results indicate that CBTs are as consistent with PPTs as CBTs are with themselves. Results are also consistent with classes using PPTs having slightly better outcomes than fully computer-based classes using only computer assessments.

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