Technology and assessment in mathematics

Abstract

This chapter reviews the way that the decreasing cost and increasing availability of powerful technology changes how mathematics is assessed, but at the same time raises profound issues about the mathematics that students should be learning. A number of approaches to the design of new item types, authentic assessment and automated scoring of constructed responses are discussed, and current capabilities in terms of providing feedback to learners or supported assessment are reviewed. It is also shown that current assessment practices are struggling to keep pace with the use of technology for doing and teaching mathematics, particularly for senior students. The chapter concludes by discussing how a more principled approach to the design of mathematics assessments can provide a framework for future developments in this field. Specifically, it is suggested that assessment in mathematics should: (a) be guided by the mathematics that is most important for students to learn (the mathematics principle); (b) enhance the learning of mathematics (the learning principle); and (c) support every student to learn important mathematics and demonstrate this learning (the equity principle).