Assessing 'functionality' in school mathematics examinations: what does being human have to do with it?

Drake, Pat and Wake, Geoffrey and Noyes, Andrew (2012) Assessing 'functionality' in school mathematics examinations: what does being human have to do with it? Research in Mathematics Education, 14 (3). pp. 237-252. ISSN 1479-4802

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Abstract

This article analyses aspects of the process of developing ‘functional’ assessments of mathematics at the end of compulsory schooling in England. A protocol that was developed for scrutinising assessment items is presented. This protocol includes an indicator of the ‘authenticity’ of each assessment item. The data are drawn from scrutiny of 589 assessment items from thirty-nine formal unseen examinations taken by students aged sixteen, and the article illustrates ways that mathematics is presented in different contexts in examinations. We suggest that currently the ‘human face’ of the questions may serve to disguise routine calculations, and we argue that in formal examinations connections between mathematics assessments situated in context and functional mathematics have yet to be established.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis Group in Research in Mathematics Education on 30/10/2012, available online: http://www.tandfonline.com/10.1080/14794802.2012.734969
Keywords: functional mathematics, authentic assessment, scrutiny protocol
Schools/Departments: University of Nottingham UK Campus > Faculty of Social Sciences > School of Education
Identification Number: https://doi.org/10.1080/14794802.2012.734969
Depositing User: Noyes, Andrew
Date Deposited: 07 Dec 2014 23:58
Last Modified: 14 Sep 2016 08:19
URI: http://eprints.nottingham.ac.uk/id/eprint/27784

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