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

Drake, Pat; Wake, Geoffrey; Noyes, Andrew

Authors

Pat Drake



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.

Citation

Drake, P., Wake, G., & Noyes, A. (2012). Assessing 'functionality' in school mathematics examinations: what does being human have to do with it?. Research in Mathematics Education, 14(3), doi:10.1080/14794802.2012.734969

Journal Article Type Article
Publication Date Oct 30, 2012
Deposit Date Dec 7, 2014
Publicly Available Date Dec 7, 2014
Journal Research in Mathematics Education
Print ISSN 1479-4802
Electronic ISSN 1479-4802
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 14
Issue 3
DOI https://doi.org/10.1080/14794802.2012.734969
Keywords functional mathematics, authentic assessment, scrutiny protocol
Public URL http://eprints.nottingham.ac.uk/id/eprint/27784
Publisher URL http://www.tandfonline.com/10.1080/14794802.2012.734969
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf
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

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Copyright Statement
Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf





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