Assessment Methods for Maths Assignments

2. Maths assessment methods – example

Assessment methods for Maths assignments

Assessment method / Characteristics / Compliance with principles of assessment / Positive features / Negative features (with solutions) / Best for…?
Set exercisese.g examination or test / Marked by tutor
Specific questions
Questions open or closed
Immediate response required
Stressful for students
Formal assessment e.g. exam
Informal assessment e.g. quiz
Time constrained
Set date and time
Independent completion
Regulated/controlled situation and responses / Validity
Dependent on questions being linked to AC and grading criteria. / Easy to control content and outcomes through closed questions
Extent of challenge can be controlled through use of open or closed questions
Fewer problems over meeting deadline for completion
Authenticity assured
With a marking scheme reliability and consistency high.
The use of open questions leads to an “approach or process based focus” which is more useful in real situations. / Can be unimaginative and uninteresting (place questions into relevant context, link to other units where data is collected)
Too much assessed at one time (increase the number of short time constrained assessments to spread the load, do in class to reduce stress, build a portfolio)
Stressful for students (allow access to formulae sheets during assessment, have a flexible time limit, pre-assessment questions in draft test etc)
Closed questions can lead to “answer based focus” only (include open questions)
Can lead to over assessment e.g.one question per AC or part of AC.(use problem solving questions AC skills can be demonstrated / Diplomas where high order maths skills are required in scientific calculations or are integral to the unit content.
In Diplomas where progression is to HE programmes where high order maths skills are required.
Where authenticity is paramount.
In preparation for performing calculations under pressure and where a high level of competency is required.
Reliability and consistency
With a well-planned marking scheme should be a high level
Fitness for purpose
Dependent on diploma and progression routes involved and relevance of assessment strategy
Inclusivity
Dependent on questions, use of language, a sufficiency of time, appropriateness to diploma
Authenticity
Should be high
Sufficiency
Question should be at level 3, but not above.
Currency
Consistent with current thinking and practice in the assessment of maths