Математическая грамотность. Минск: рикз, 2020. 252 с
жүктеу/скачать 7,1 Mb. Pdf көрінісі
|
2-ex pisa
- Бұл бет үшін навигация:
- Computer-based Assessment of Mathematics
| 201
Formulating Employing Interpreting Identify the constraints, assumptions simplifications in a mathematical model Use a multi-step procedure leading to a mathematical solution, conclusion or generalisation Use an understanding of the context to guide or expedite the mathematical solving process, e.g. working to a context-appropriate level of accuracy Make generalisations based on the results of applying mathematical procedures to find solutions Computer-based Assessment of Mathematics 138. The main mode of delivery for PISA 2021 will be the computer-based assessment of mathematics (CBAM). The transition has been anticipated with both the 2015 and 2018 studies moving to computer-based delivery. In order to maintain trends across the studies, both the 2015 and 2018 assessments were computer neutral despite using a computer-based delivery mode. The transition to a full CBAM in 2021 provides a range of opportunities to develop the assessment of mathematical literacy to be better aligned with the evolving nature of mathematics in the modern world, while ensuring backward trends to previous cycles. These opportunities include new item formats (e.g. drag and drop); presenting students with real-world data (such as large, sortable datasets); creating mathematical models or simulations that students can explore by changing the variable values; curve fitting and using the best fit curve to make predictions. In addition to a wider range of question types and mathematical opportunities that the CBAM provides, it also allows for adaptive assessment. 139. The adaptive assessment capability of the CBAM, which was previously implemented in the PISA reading assessment, provides the opportunity of better describing what it is that students at both ends of the performance spectrum are able to do. By providing students with increasing individualised combinations of test units according to their responses and scores to the early units that they respond to, increasingly detailed information on the performance characteristics of students at both ends of the performance scale is generated. 140. Making use of enhancements offered by computer technology results in assessment items that are more engaging to students, more visually appealing, and easier to understand. For example, students may be presented with a moving stimulus, representations of three-dimensional objects that can be rotated or more flexible access to relevant information. New item formats, such as those calling f or students to ‘drag and drop’ information or use ‘hot spots’ on an image, are designed to engage students, permit a wider range of response types and give a more rounded picture of mathematical literacy. A key challenge is to ensure that these items continue to assess mathematical literacy and that interference from domain irrelevant dimensions is kept to a minimum. 202 141. Investigations show that the mathematical demands of work increasingly occur in the presence of electronic technology so that mathematical literacy and computer use are melded together (Hoyles et al., 2002 [31] ). For employees at all levels of the workplace, there is now an interdependency between mathematical literacy and the use of computer technology. A key challenge is to distinguish the mathematical demands of a PISA computer-based item from demands unrelated to mathematical competence, such as the information and communications technology (ICT) demands of the item, and the presentation format. Solving PISA items on a computer rather than on paper moves PISA into the reality and the demands of the 21st Century. 142. Questions that seem well suited to the CBAM and the evolving nature of mathematical literacy include: Simulation in which a mathematical model has been established and students can change the variable values to explore the impact of the variables to create “an optimal solution”. Fitting a curve (by selecting a curve from a limited set of curves provided) to a data set or a geometric image to determine the “best fit” and using the resulting best fit curve to determine the answer to a question about the situation. Budgeting situations (e.g. online store) in which the student must select combinations of products to meet achieve a range of objectives within a given budget. Purchase simulation in which the student selects from different loan and associates repayment options to purchase an item using a loan and meeting a budget. The challenge in the problem is to understand how the variables interact. Problems that include visual coding to achieve a given sequence of actions. 143. Notwithstanding the opportunities that the CBAM presents (described above), it is important that the CBAM remains focussed on assessing mathematical literacy and does not shift to assessing ICT skills. Similarly it is important that the simulations and other questions hinted at above do not become so “noisy” that the mathematical reasoning and problem solving processes are lost. 144. The CBAM must also retain some of the paper version features for example the ability to revisit items already attempted – although in the context of adaptive testing this will of necessity be limited to the unit on which the student is working. жүктеу/скачать 7,1 Mb. Достарыңызбен бөлісу:
|