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Assessing Mathematical Competence and Performance: Quality Characteristics, Approaches, and Research Trends

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International Handbook of Mathematical Learning Difficulties

Abstract

To assess children’s individual stages of mathematical development, as well as their developmental trajectories, different diagnostic approaches have been developed. Based on the test results of such approaches, children with mathematics learning difficulties are identified and programs to enhance mathematical learning can be developed and evaluated. In this chapter, quality characteristics of assessment are described (reliability, objectivity, validity, and provision of norms). Different categories are presented to classify approaches to assessing mathematical competence and performance (norm-referenced versus not-norm-referenced tests, individual versus group testing, paper-and-pencil tests versus interviews versus computer-based tests, chronological versus educational age–oriented tests, speed versus power tests, and principles of task selection). Drawing on selected approaches, different principles of task selection are discussed (curriculum-based, based on neuropsychology theories, or based on developmental psychology theories) together with their consequences for the interpretation of respective test results. Finally, some promising research trends are outlined.

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Author information

Authors and Affiliations

  1. Empirical Childhood Research, University of Potsdam, Potsdam, Germany

    Jan Lonnemann

  2. Department of Education and Human Development, German Institute for International Educational Research (DIPF), Frankfurt am Main, Germany

    Jan Lonnemann

  3. Center for Individual Development and Adaptive Education of Children at Risk (IDeA), Potsdam, Germany

    Jan Lonnemann & Marcus Hasselhorn

  4. German Institute for International Educational Research (DIPF), Frankfurt am Main, Germany

    Marcus Hasselhorn

  5. Department of Educational Psychology, Institute for Psychology, Goethe-University, Frankfurt am Main, Germany

    Marcus Hasselhorn

Authors
  1. Jan Lonnemann
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  2. Marcus Hasselhorn
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Correspondence to Jan Lonnemann .

Editor information

Editors and Affiliations

  1. Faculty of Education Sciences, Department of Psychology, University of Duisburg-Essen, Essen, Germany

    Annemarie Fritz

  2. Faculty of Education, Centre for Education Practice Research, University of Johannesburg, Johannesburg, South Africa

    Annemarie Fritz

  3. Departamento de Psicologia, Faculdade de Filosofia e Ciências Humanas, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil

    Vitor Geraldi Haase

  4. Niilo Mäki Institute, Jyväskylä, Finland

    Pekka Räsänen

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Lonnemann, J., Hasselhorn, M. (2019). Assessing Mathematical Competence and Performance: Quality Characteristics, Approaches, and Research Trends. In: Fritz, A., Haase, V.G., Räsänen, P. (eds) International Handbook of Mathematical Learning Difficulties. Springer, Cham. https://doi.org/10.1007/978-3-319-97148-3_37

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  • DOI: https://doi.org/10.1007/978-3-319-97148-3_37

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-97147-6

  • Online ISBN: 978-3-319-97148-3

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