Abstract
The advantages of using multiple-choice (MC) items in assessments of mathematical achievement are such that they will continue to be used. Periodically the ongoing concerns with the use of MC items and the effects of these concerns on the measures of student achievement are the subject of discussion and comment. It is possible, however, to identify the associated problems and address the concerns in new ways that can lead to improved measures without adding to the test demands on the students.
Original language | English |
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Title of host publication | Capital Maths |
Subtitle of host publication | Proceedings of the 26th Biennial Conference of the Australian Association of Mathematics Teachers Inc. |
Editors | Valerie Barker, Toby Spencer, Kate Manuel |
Place of Publication | Adelaide |
Publisher | The Australian Association of Mathematics Teachers Inc |
Pages | 71-79 |
Number of pages | 9 |
ISBN (Electronic) | 9781875900800 |
Publication status | Published - 2017 |
Event | Biennial Conference of the Australian Association of Mathematics Teachers - Canberra, Australia Duration: 11 Jul 2017 → 13 Jul 2017 Conference number: 26 |
Conference
Conference | Biennial Conference of the Australian Association of Mathematics Teachers |
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Country/Territory | Australia |
City | Canberra |
Period | 11/07/17 → 13/07/17 |