Useful information can be obtained through the assessment of a wide range of aspects of fractions learning, including:
- mastery of particular skills or procedures
- preferences for particular representations of concepts and processes
- understanding of concepts
- presence of misconceptions
- use of mathematical language
- application of knowledge and skills to solve problems
- appropriateness of strategies
- attitudes, confidence and engagement levels.
It is unlikely that any one approach to assessment would provide information on such a diverse range of aspects.
Assessment approaches should also be consistent with the teaching approaches that are being used in learning activities. For example, if students have been using materials to model mathematical concepts and processes in their learning activities, then the same materials should be available during assessment. Similarly, if you want to assess students’ ability to explain and justify a solution to a problem, then students should have had the opportunity to develop this skill during learning activities.
