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The Open University

Assessment in secondary mathematics

The Open University via OpenLearn

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Overview

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This free course, Assessment in secondary mathematics, will identify and explore some of the key issues around assessing mathematics in secondary schools. Through coming to understand these issues and debates, you will reflect on and develop your assessment practice as a mathematics teacher and develop a greater awareness of the implications of assessment practice on pedagogy and what is considered to be of mathematical value in mathematics education.

Syllabus

  • Introduction
  • Learning outcomes
  • 1 Key issue 1: What does it mean to make progress in mathematics?
  • 1 Key issue 1: What does it mean to make progress in mathematics?
  • 1.1 Assessing real progress
  • 2 Key issue 2: What should be assessed and how should it be assessed?
  • 2 Key issue 2: What should be assessed and how should it be assessed?
  • 2.1 Marking students’ work
  • 3 Key issue 3: Using assessment to enable mathematical learning
  • 3 Key issue 3: Using assessment to enable mathematical learning
  • 3.1 Ideas to enable you to assess your students’ mathematical learning
  • 4 Key issue 4: Challenging assumptions about assessment
  • 4 Key issue 4: Challenging assumptions about assessment
  • Conclusion
  • References
  • Acknowledgements

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Reviews

5.0 rating, based on 1 Class Central review

4.2 rating at OpenLearn based on 5 ratings

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  • Profile image for Enrique Enriquez
    Enrique Enriquez @EEnriquez
    17
    Having engaged with this course, the provided description proved an accurate reflection of the content, which thoughtfully deconstructs the philosophy and practice of assessment. The certificate of participation was received upon completion, and the estimated time commitment was precisely as stated. This exploration compellingly questions what constitutes genuine progress in mathematics, moving beyond procedural correctness to assess conceptual understanding and problem-solving prowess. The critical examination of summative versus formative assessment reveals the latter's power to truly enable mathematical learning, a perspective invaluable for any educator.
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