Integrating errors into developmental assessment: 'time' for ages 8-13
Contribuinte(s) |
Novotná, J. Moraová, H. Krátká, M. Stehlíková, N. |
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Data(s) |
01/01/2006
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Resumo |
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.<br /> |
Identificador | |
Idioma(s) |
eng |
Publicador |
Charles University in Prague, Faculty of Education |
Relação |
http://dro.deakin.edu.au/eserv/DU:30005949/doig-integratingerrors-2006.pdf http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/29/8c/0d.pdf |
Direitos |
2006, the authors |
Tipo |
Conference Paper |