Abstract
To assess problem solving in mathematics adequately one must address the narrowing effects of current testing practice and of the continued pressure for efficient measurement. A new psychometrics is needed. Also, solutions need to be communicated and to be assessed as communication. A central issue is to make a valid assessment that sees problem solving as situated and mental processes as multiple and nonlinear.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Bereiter, C, & Scardamalia, M.: The psychology of written composition. Hillsdale, NJ: Erlbaum 1987
California Assessment Program:A question of thinking: A first look at students' performance on open-ended questions in mathematics. Sacramento: California State Department of Education 1989
DuBois, P. H.: A test-dominated society: China, 1115 B.C. — 1905 A.D. In: Proceedings of the 1964 Invitational Conference on Testing Problems (C. W. Harris, ed.), pp. 3-11. Princeton, NJ: Educational Testing Service 1965
Frederiksen, N.: The real test bias: Influences of testing on teaching and learning. American Psychologist, 39, 193–202 (1984)
Haertel, E. H., & Wiley, D. E.: Representations of ability structures: Implications for testing. Unpublished manuscript 1991
Kandel, I. L.: Examinations and their substitutes in the United States (Bulletin No. 28). New York: Carnegie Foundation for the Advancement of Teaching 1936
Kilpatrick, J.: The chain and the arrow: From the history of mathematics assessment. Paper presented at the ICMI Study on Assessment in Mathematics Education and Its Effects, Calonge, Spain, April 1991.
Lange, J. de.: Mathematics, insight and meaning. Utrecht: Rijksuniversiteit Utrecht, Vakgroep Onderzoek Wiskunde Onderwijs en Onderwijscomputercentrum 1987
Lester, F. K., Jr. & Kroll, D. L.: Assessing student growth in mathematical problem solving. In Assessing higher order thinking in mathematics (G. Kulm, ed.), pp. 53–70. Washington, DC: American Association for the Advancement of Science 1990
Mason, J.: Researching problem solving from the inside (In this volume), 1991
Mislevy, R. J.: Foundations of a new test theory (Report No. RR-89-52-ONR). Princeton, NJ: Educational Testing Service 1989
Monroe, P. (Ed.): Conference on examinations (Dinard, France, September 16-19, 1938). New York: Columbia University, Teachers College, Bureau of Publications 1939
Newman, D., Griffin, P., & Cole, M.: Social constraints in laboratory and classroom tasks. In: Everyday cognition: Its development in social contex (B. Rogoff & J. Lave, eds.), pp. 172–193. Cambridge, MA: Harvard University Press 1984
Newman, D., Griffin, P., & Cole, M.: The construction zone: Working for cognitive change in school. Cambridge: Cambridge University Press 1989
Polya, G.: How to solve it (2nd ed.). Princeton, NJ: Princeton University Press 1945
Stanic, G. M. A., & Kilpatrick, J.: Historical perspectives on problem solving in the mathematics curriculum. In R. I. Charles & E. A. Silver (Eds.), The teaching and assessing of mathematical problem solving (Research Agenda for Mathematics Education, Vol. 3, pp. 1–22. Hillsdale, NJ: Erlbaum; Reston, VA: National Council of Teachers of Mathematics 1988
Wolf, D., Bixby, J., Glenn, J., & Gardner, H.: To use their minds well: Investigating new forms of student assessment Review of Research in Education, 17, 31–74 (1991)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1992 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Kilpatrick, J. (1992). Some Issues in the Assessment of Mathematical Problem Solving. In: Ponte, J.P., Matos, J.F., Matos, J.M., Fernandes, D. (eds) Mathematical Problem Solving and New Information Technologies. NATO ASI Series, vol 89. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-58142-7_3
Download citation
DOI: https://doi.org/10.1007/978-3-642-58142-7_3
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-63483-3
Online ISBN: 978-3-642-58142-7
eBook Packages: Springer Book Archive