Mathematics: Measurement Theory versus Constructivism.

Autor/in	Ediger, Marlow
Titel	Mathematics: Measurement Theory versus Constructivism.
Quelle	(2001), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Constructivism (Learning); Educational Theories; Elementary Secondary Education; Mathematics Achievement; Mathematics Tests; Measurement Techniques; Standardized Tests; Student Evaluation + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Educational theory; Theory of education; Bildungstheorie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Messtechnik; Standadised tests; Standardisierter Test; Schulnote; Studentische Bewertung
Abstract	Because state mandated testing has become so important in indicating student achievement in mathematics, measurement has become equally important in indicating student achievement. At the other end of the continuum of assessment, constructivists advocate assessing student achievement within an ongoing lesson or unit of study. The everyday experiences of the student give the mathematics teacher data about how well the learner is achieving. A constructivist approach stresses that the student should improve over his or her past performance. The high standards movement as it relies on standardized testing stresses the importance of outputs, rather than inputs, but constructivism stresses the importance of assisting each student to achieve as optimally as possible. The constructivist approach frowns on the comparison of students and school systems with others, and stresses that a single measurement is not enough to determine student achievement. The use of portfolios, which is in line with constructivist expectations, is difficult because it is harder to document student achievement. Portfolio assessment results may vary with the perspectives of individual raters, but the philosophy behind portfolio development is sound in that the teacher, student, administrator, and parent may actually notice sequential achievement or the lack thereof. (Contains 12 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01