Calculator-Available Assessments: The Why, What, and How
Titel:
Calculator-Available Assessments: The Why, What, and How
Auteur:
Meel, David E.
Verschenen in:
Educational assessment
Paginering:
Jaargang 4 (1997) nr. 3 pagina's 149-174
Jaar:
1997-07-01
Inhoud:
In the Curriculum and Evaluation Standards for School Mathematics, the National Council of Teachers of Mathematics (1989) advocated that "appropriate calculators should be available to all students at all times" (p. 8) and that calculators (or any instructional tool) should be allowed in the assessment of those students. In response, large-scale assessments such as the National Assessment of Educational Progress, Scholastic Achievement Test, American College Testing, Advanced Placement, and a variety of state-mandated tests moved to incorporate the allowance of calculator technologies in the assessment scheme. Although rhetoric and large-scale assessments have embraced the allowance of technology, classroom teachers may have difficulty developing their own assessments that permit calculator use. This article discusses the factors involved in h e design and implementation of calculator-available assessments. In particular, four issues associated with calculator-available assessments are examined. (a) the benefits and problems associated with calculator use in assessment, (b) the components of various types of calculator-available assessments, (c) the construction of calculator-available assessments, and (d) the need for additional examination of items included on calculator-available assessments. From this examination, teachers and test developers are provided with a set of recommendations that focus on developing calculator-available assessments and minimizing difficulties arising at the item 1evel.
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