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Better judgement: Rethinking assessment in mathematics education

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Abstract

This article reviews three important recent collections of papers on assessment in mathematics education. It first examines the wider social framework of assessment and the influence of public assessment within the school system, both in inhibiting and promoting change. From a survey of the current state of assessment and common criticisms of it, three key trends are identified as forming a current agenda for reform in assessment: increasing the authenticity and realism of assessment tasks; increasing the interpretive quality of assessment information; and increasing the integration of processes of teaching, learning and assessment. These trends are explored in more detail, and critically appraised.

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Authors and Affiliations

  1. Department of Education, University of Cambridge, 17 Trumpington Street, CB2 IQA, Cambridge, UK

    Kenneth Ruthven

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  1. Kenneth Ruthven
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Ruthven, K. Better judgement: Rethinking assessment in mathematics education. Educ Stud Math 27, 433–450 (1994). https://doi.org/10.1007/BF01273382

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  • DOI: https://doi.org/10.1007/BF01273382

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