Abstract
We offer two alternative strategies to simply giving paper-and-pencil mathematics tests that use student thinking as a basis, which we identify as a key underpinning of teaching in problem-solving classrooms. Using student thinking as a basis refers to the idea that teaching is inseparable from, grounded in, and formed by students’ ideas. Specifically, we discuss (1) involving students in developing tests to help them prepare for writing tests and (2) reviewing test material by having students compare, analyze, and critique their classmates’ test responses and subsequently revise their own work. These two strategies are re-castings of the traditional paper-and-pencil test. Teachers can use the strategies to promote deep approaches to learning and, as a result, help students to perform better on tests.
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Rapke, T., Hall, J., Marynowski, R. (2018). Re-Framing Testing to Better Fit Within Problem-solving Classrooms: Ways to Create and Review Tests. In: Kajander, A., Holm, J., Chernoff, E. (eds) Teaching and Learning Secondary School Mathematics. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-92390-1_43
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