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Assessment in secondary mathematics

The Open University via OpenLearn

Description

This free course, Assessment in secondary mathematics, will identify and explore some of the key issues around assessing mathematics in secondary schools. Through coming to understand these issues and debates, you will reflect on and develop your assessment practice as a mathematics teacher and develop a greater awareness of the implications of assessment practice on pedagogy and what is considered to be of mathematical value in mathematics education.

Tags
Economics

Syllabus

  • Introduction
  • Learning outcomes
  • 1 Key issue 1: What does it mean to make progress in mathematics?
  • 1 Key issue 1: What does it mean to make progress in mathematics?
  • 1.1 Assessing real progress
  • 2 Key issue 2: What should be assessed and how should it be assessed?
  • 2 Key issue 2: What should be assessed and how should it be assessed?
  • 2.1 Marking students’ work
  • 3 Key issue 3: Using assessment to enable mathematical learning
  • 3 Key issue 3: Using assessment to enable mathematical learning
  • 3.1 Ideas to enable you to assess your students’ mathematical learning
  • 4 Key issue 4: Challenging assumptions about assessment
  • 4 Key issue 4: Challenging assumptions about assessment
  • Conclusion
  • References
  • Acknowledgements

Start Learning Find study partner
Online Courses
OpenLearn

Assessment in secondary mathematics

The Open University
Start Learning Find study partner
Affiliate notice

  • Type
    Online Courses
  • Provider
    OpenLearn

This free course, Assessment in secondary mathematics, will identify and explore some of the key issues around assessing mathematics in secondary schools. Through coming to understand these issues and debates, you will reflect on and develop your assessment practice as a mathematics teacher and develop a greater awareness of the implications of assessment practice on pedagogy and what is considered to be of mathematical value in mathematics education.

  • Introduction
  • Learning outcomes
  • 1 Key issue 1: What does it mean to make progress in mathematics?
  • 1 Key issue 1: What does it mean to make progress in mathematics?
  • 1.1 Assessing real progress
  • 2 Key issue 2: What should be assessed and how should it be assessed?
  • 2 Key issue 2: What should be assessed and how should it be assessed?
  • 2.1 Marking students’ work
  • 3 Key issue 3: Using assessment to enable mathematical learning
  • 3 Key issue 3: Using assessment to enable mathematical learning
  • 3.1 Ideas to enable you to assess your students’ mathematical learning
  • 4 Key issue 4: Challenging assumptions about assessment
  • 4 Key issue 4: Challenging assumptions about assessment
  • Conclusion
  • References
  • Acknowledgements

Tags

Economics

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