How teachers think about the role of digital technologies in student assessment in mathematics

This study concerns teachers’ use of digital technologies in student assessment, and how the learning that is developed through the use of technology in mathematics can be evaluated. Nowadays math teachers use digital technologies in their teaching, but not in student assessment. The activities carried out with technology are seen as ‘extra-curricular’ (by both teachers and students), thus students do not learn what they can do in mathematics with digital technologies. I was interested in knowing the reasons teachers do not use digital technology to assess students’ competencies, and what they would need to be able to design innovative and appropriate tasks to assess students’ learning through digital technology. This dissertation is built on two main components: teachers and task design. I analyze teachers’ practices involving digital technologies with Ruthven’s Structuring Features of Classroom Practice, and what relation these practices have to the types of assessment they use. I study the kinds of assessment tasks teachers design with a DGE (Dynamic Geometry Environment), using Laborde’s categorization of DGE tasks. I consider the competencies teachers aim to assess with these tasks, and how their goals relate to the learning outcomes of the curriculum. This study also develops new directions in finding how to design suitable tasks for student mathematical assessment in a DGE, and it is driven by the desire to know what kinds of questions teachers might be more interested in using. I investigate the kinds of technology-based assessment tasks teachers value, and the type of feedback they give to students. Finally, I point out that the curriculum should include a range of mathematical and technological competencies that involve the use of digital technologies in mathematics, and I evaluate the possibility to take advantage of technology feedback to allow students to continue learning while they are taking a test.

Atmospheric radiative transfer in multiple scattering conditions. Application to NWP models.

High spectral resolution radiative transfer (RT) codes are essential tools in the study of the radiative energy transfer in the Earth atmosphere and a support for the development of parameterizations for fast RT codes used in climate and weather prediction models. Cirrus clouds cover permanently 30% of the Earth's surface, representing an important contribution to the Earth-atmosphere radiation balance. The work has been focussed on the development of the RT model LBLMS. The model, widely tested in the infra-red spectral range, has been extended to the short wave spectrum and it has been used in comparison with airborne and satellite measurements to study the optical properties of cirrus clouds. A new database of single scattering properties has been developed for mid latitude cirrus clouds. Ice clouds are treated as a mixture of ice crystals with various habits. The optical properties of the mixture are tested in comparison to radiometric measurements in selected case studies. Finally, a parameterization of the mixture for application to weather prediction and global circulation models has been developed. The bulk optical properties of ice crystals are parameterized as functions of the effective dimension of measured particle size distributions that are representative of mid latitude cirrus clouds. Tests with the Limited Area Weather Prediction model COSMO have shown the impact of the new parameterization with respect to cirrus cloud optical properties based on ice spheres.