| Autor: |
Chuene, Kabelo, Mokwana, Lekwa, Muthelo, Dimakatjo, Satsope, Maoto |
| Předmět: |
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| Zdroj: |
Journal of Educational Studies; 2023 Special Issue, p121-135, 15p |
| Abstrakt: |
This article was motivated by the rapid changes in assessment practices as a result of the global pandemic (COVID-19) where many universities had to migrate from face-to-face to blended assessment enabled by developments in the Fourth Industrial Revolution (4IR). Although these developments are appreciated for enhancing learning, they present challenges relating to the integrity and credibility of assessment. In mathematics courses in particular, the availability of software that provides all steps for questions asked threatens the quality of the assessment process. Matters of what and how to assess in mathematics remain a challenge. In this paper, we adopt autoethnography to illustrate traits of mathematics questions that are appropriate for online assessment in the 4IR era. We use the variation theory to frame our illustration, based on a sample of online examination questions formulated for pre-service mathematics teachers enrolled on an advanced calculus course. We argue that appropriate questions for online assessment should not be limited to procedural knowledge but should tap into pre-service mathematics teachers’ conceptual knowledge. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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