Assessing 'functionality' in school mathematics examinations: what does being human have to do with it?
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 assessme...
| Main Authors: | , , |
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| Format: | Article |
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Taylor and Francis Group
2012
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| Online Access: | https://eprints.nottingham.ac.uk/27784/ |