Technology and Assessment in Mathematics

Author:

Stacey Kaye,Wiliam Dylan

Publisher

Springer New York

Reference62 articles.

1. Ahmed, A., & Pollitt, A. (2004, June). Quantifying support: Grading achievement with the support model. Paper presented at the Annual Conference of the International Association for Education Assessment, Philadelphia, PA.

2. Allal, L., & Pelgrims Ducrey, G. (2000). Assessment of—or in—the zone of proximal development. Learning and Instruction, 10(2), 137–152.

3. Almond, R. G., Steinberg, L. S., & Mislevy, R. J. (2003). A four-process architecture for assessment delivery, with connections to assessment design. Los Angeles, CA: University of California Los Angeles Center for Research on Evaluations, Standards and Student Testing (CRESST).

4. Ashton, H. S., Beevers, C. E., Korabinski, A. A., & Youngson, M. A. (2006). Incorporating partial credit in computer­aided assessment of mathematics in secondary education. British Journal of Educational Technology, 37(1), 93–119.

5. Beevers, J., Youngson, M., McGuire, G., Wild, D., & Fiddes, D. (1999). Issues of partial credit in mathematical assessment by computer. ALT-J (Association for Learning Technology Journal), 7, 26–32.

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