Rethinking Mathematics Assessment: Some Reflections on Solution Dynamics as a Way to Enhance Quality Indicators PDF
This paper is intended to offer some reflections on the difficulties associated with the appropriate use of rubric assessment in mathematics at the secondary level, and to provide an overview of an assessment technique, hereafter referred to as solution dynamics, as a way to enhance popular rubric assessment techniques. Two primary aspects of solution dynamics are presented in this manuscript. The first aspect considers how the tasks assigned in mathematics classrooms might be better organized and developed to demonstrate an evolving student understanding of the subject. The second aspect illustrates how revised scoring parameters reduce the potential for scoring inconsistencies stemming from the non-descript language commonly used in rubrics .
About the Authors:
Dr. Elliott Ostler is a professor of mathematics education at the University of Nebraska at Omaha. He has interests in assessment and technology as they relate to mathematics education and has consulted with institutions such as the College Board to develop teams for implementing curriculum for vertical articulation.
Dr. Neal Grandgenett is a professor of mathematics education at the University of Nebraska at Omaha. He has extensive expertise in technology based learning in mathematics and has authored more than 100 articles in mathematics education. He is currently assisting in building a curriculum for robotics in mathematics.
Dr. Carol Mitchell is a professor of science education at the University of Nebraska at Omaha. She has been involved public education for the past 37 years and is an alumna of the 2002 Oxford Roundtable, Oxford, England. She has numerous publications and provided leadership for several National Science Foundation Grants.
Last modified: 30 July 2012.
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