Rethinking Mathematics Assessment: Some Reflections on Solution Dynamics as a Way to Enhance Quality Indicators

Authors

Elliott Ostler, University of Nebraska at OmahaFollow
Neal Grandgenett, University of Nebraska at OmahaFollow
Carol Mitchell, Univeristy of Nebraska at OmahaFollow

Document Type

Article

Publication Date

Fall 2008

Journal Title

The Mathematics Educator

Volume

18

Issue

2

First Page

33

Last Page

39

Abstract

This paper is intended to offer some reflections on the difficulties associated with the appropriate use of rubric assessment in mathematics at the secondary level, and to provide an overview of an assessment technique, hereafter referred to as solution dynamics, as a way to enhance popular rubric assessment techniques. Two primary aspects of solution dynamics are presented in this manuscript. The first aspect considers how the tasks assigned in mathematics classrooms might be better organized and developed to demonstrate an evolving student understanding of the subject. The second aspect illustrates how revised scoring parameters reduce the potential for scoring inconsistencies stemming from the non-descript language commonly used in rubrics.

Comments

Published in The Mathematics Educator 18:2 (Fall 2008), pp 33-39. © 2008 Mathematics Education Student Association. Used by permission.

Recommended Citation

Ostler, Elliott; Grandgenett, Neal; and Mitchell, Carol, "Rethinking Mathematics Assessment: Some Reflections on Solution Dynamics as a Way to Enhance Quality Indicators" (2008). Teacher Education Faculty Publications. 31.
https://digitalcommons.unomaha.edu/tedfacpub/31