Abstract
The current ferment with respect to mathematics assessment involves both substantive issues, i.e., how to assess different components of mathematical activity; and wider issues, i.e., the role and purpose of mathematics assessment within society at large. It is essential in such times to step back in order to evaluate the nature of the wood, as well as attending to the individual trees.
“So my answer to the question ”How do you know? What is the source or basis of your assertion? What observations have led you to it?“ would be: ”I do not know: my assertion was merely a guess. Never mind the source¡ if you are interested in the problem which I tried to solve by my tentative assertion, you may help me by criticizing it as severely as you can“... ” (Karl Popper, 1968)
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Galbraith, P. (1993). Paradigms, Problems and Assessment: Some Ideological Implications. In: Niss, M. (eds) Investigations into Assessment in Mathematics Education. New ICMI Study Series, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1974-2_5
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DOI: https://doi.org/10.1007/978-94-017-1974-2_5
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