Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/8158
Title: 
Authors: 
Keywords: 
Assessment
Multiple mathematical competencies
Disciplinary tasks
Issue Date: 
2012
Citation: 
Cheang, W. K., Teo, K. M., & Zhao, D. (2015). Assessing mathematical competencies using disciplinary tasks. In The Proceedings of the 12th International Congress on Mathematical Education: Intellectual and attitudinal challenges (pp. 6504-6513). Cham, Switzerland: Springer International Publishing.
Abstract: 
The Singapore Mathematics Assessment and Pedagogy Project (SMAPP) is a research project conducted by the National Institute of Education and funded by the Ministry of Education. It aims to make assessment practices an integral part of teaching and learning, and broaden student learning outcomes by using authentic disciplinary tasks. As part of the project, some guidelines are provided for designing disciplinary tasks which have the distinctive features of their emphasis on contextual aspects. One of the criteria of a good disciplinary task is its ability to assess multiple mathematical competencies of students. In this paper, we will present some examples to illustrate how these competencies can be assessed. Another aim is to find out to what extent these tasks serve the purpose of assessing these competencies, by analyzing the students’ performance in a sample SMAPP task.
Description: 
This paper was published in the Proceedings of the 12th International Congress on Mathematical Education: Intellectual and attitudinal challenges, held in Seoul. Korea from 8 – 15 Jul 2012
URI: 
Appears in Collections:Conference Papers

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