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FVU-math Final test

FVU-math Final test. EMMA Study Visit Copenhagen 9 – 12 May 2007 Pernille Pind email: pernille@pernillepind.dk hjemmeside: www.pernillepind.dk. Organization: 2000-2001 Part of the greater project about FVU-math Group: 1 representative from ministry 1 PhD student

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FVU-math Final test

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  1. FVU-math Final test EMMA Study Visit Copenhagen 9 – 12 May 2007 Pernille Pind email: pernille@pernillepind.dk hjemmeside: www.pernillepind.dk

  2. Organization: 2000-2001 Part of the greater project about FVU-math Group: 1 representative from ministry 1 PhD student 4 teachers form the Pilotproject of teachers traininng for FVU-math 1 AVU teacher groupleader

  3. FVU-math, a new education Numeracy the new aim Content: activities, data and media, mathematical concepts and operations Organization: contexts

  4. activitiesdata and media mathematical concepts and operations

  5. Many ideas for final test: • Test over several days with real problems • Oral test with real activities • Real everyday concrete materiale • Video sequences in test • Audio sequences in test

  6. In the end it turned out to be a fight against a written test. And we lost the fight!

  7. Conditions from ministry: • Final test • Issued by ministry • Written • Assessment: pass/fail • Individual testing • Voluntary • Printed and copied bye each institution • Flexible test dates • Work towards database of test questions

  8. Our basic point of view: • The aim is numeracy, not mini-math • Final tests have enormous impact on teaching

  9. Our constitution: • Double authenticity: • all test questions emerge from authentic documents • all test questions should be realistic

  10. Did that make any difference compared to other math-educations?

  11. Yes!

  12. In comparison with final tests for Folkeskolen and AVU: • Authentic documents are only used as illustration, not as an actual part of the question. • Reality is changed so it fits the math you want tested. • Several non-realistic questions.

  13. Categories of test questions: We worked with the database in mind. We made hundreds of test questions and the started to group them in categories. The grouping of questions turned out to be a grouping of documents. Only a few of the categories emerged from an activity. The categories were not a sufficient description of the test questions!

  14. Categories of test questions:

  15. Question Categorizing System As said before, the categories were not sufficient. Every question should also be categorized according to the following parameters: Media, Datatype, Concepts, Activity, Context, Type of answer and Level of difficulty. These were soon reduced to: Context, Concepts, Activity, Type of answer and Level of difficulty.

  16. Opgave Kategoriserings System – OKS

  17. Opgave Kategoriserings System – OKS

  18. Level of difficulty • Level 1, 2 or 3 • The following five things in consideration:: • Level of familiarity. • Level of “noise” in the document • Level of openness • Quantity of calculations • Number of steps in calculations

  19. Enough time and predictable questions • We wished that nobody should feel stressed by a time limit. • We wished nobody should feel surprised by the test questions. • Our hope was that test training in class wouldn’t take up to much time.

  20. It’s difficult! • To find documents: • that are relevant for: the whole country, both sexes, ages between 18 and 65, all occupations… • with very little “noise” • that seem without pitfalls • To formulate questions that are realistic for many people

  21. Test-question examples Trin 1 opgavesæt C forår 2005 Trin 2 opgavesæt B forår 2005

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