Abstract
Mathematics assessment recently has been primarily directed towards increasing the degree of correspondence between the intended curriculum, the taught curriculum, the learned curriculum, and the assessed curriculum. In the past, countries such as Australia, in attempting to assess the taught curriculum, have limited their assessment to timed and written tests, where the major focus has been on facts or skills. It is becoming increasingly evident that exclusive reliance on this form of testing is inappropriate: misrepresenting mathematics, at odds with contemporary curricula, misleading in the information it provides teachers, and potentially destructive in its effects on some learners (Clarke, 1992).
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Clarke, D., Stephens, M. (1996). The Ripple Effect: The Instructional Impact of the Systemic Introduction of Performance Assessment in Mathematics. In: Birenbaum, M., Dochy, F.J.R.C. (eds) Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge. Evaluation in Education and Human Services, vol 42. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-0657-3_3
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DOI: https://doi.org/10.1007/978-94-011-0657-3_3
Publisher Name: Springer, Dordrecht
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