Abstract
This article discusses assessment for learning in mathematics subjects. Teachers of large classes face the challenge of regularly assessing studentsâ?? ongoing mathematical learning achievements. Taking the complexity of assessment and feedback for learning as a background, we have developed a new approach to the assessment for learning mathematics at university level. We devised mobile tablet technology supported assessment processes, and we carried out user studies in both Rwanda and Norway. Results of our study indicated that students found it fruitful to be involved in assessing other studentsâ?? mathematics work, i.e. assessing fellow studentsâ?? answers to mathematical tasks. By being involved in the assessment process, the students expected mathematical learning gains. Their providing and obtaining of feedback to/from their fellow students using technology supported tools were highly appreciated as regards their own mathematical learning process.
Highlights
Assessment is one of the salient features of learning
Several studies report that it has many advantages to involve students in assessment for learning [13][1416].When students are involved in assessing their own work as well as their fellow students’ work, these studies argue that the students may come farther in their learning process, students may increase their abilities to reflect on their learning process and to think critically about their learning, and the students may increase their engagement
Our intention was to devise and test how this can be done in mathematics subjects at university level
Summary
Assessment is one of the salient features of learning. One purpose of assessment includes measuring and providing of feedback regarding students’ achievements at the end of a mathematics teaching unit or a mathematics course. Assessment may support the identification of students’ needs and competences in the learning process as well as monitoring the students’ metacognitive competence. Considering the potentials of assessment as regards providing information of students’ achievements, competence, and learning needs, taking advance of this information may support the students to improve their mathematical learning. The research work presented here addresses issues of how assessment can be done for learning mathematics. The aim is to contribute towards the use of new technology solutions for assessing mathematics within large classes. This article presents an overview of assessment practices and discusses user studies that involved students assessing mathematics with tablet technology based solutions
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