QUT ePrints

National numeracy tests : a graphic tells a thousand words

Lowrie, Tom & Diezmann, Carmel M. (2009) National numeracy tests : a graphic tells a thousand words. Australian Journal of Education, 53(2), pp. 141-157.

[img] Accepted Version (PDF 650kB)
Administrators only | Request a copy from author

View at publisher

Abstract

Mandatory numeracy tests have become commonplace in many countries, heralding a new era in school assessment. New forms of accountability and an increased emphasis on national and international standards (and benchmarks) have the potential to reshape mathematics curricula. It is noteworthy that the mathematics items used in these tests are rich in graphics. Many of the items, for example, require students to have an understanding of information graphics (e.g., maps, charts and graphs) in order to solve the tasks. This investigation classifies mathematics items in Australia’s inaugural national numeracy tests and considers the effect such standardised testing will have on practice. It is argued that the design of mathematics items are more likely to be a reliable indication of student performance if graphical, linguistic and contextual components are considered both in isolation and in integrated ways as essential elements of task design.

Impact and interest:

7 citations in Scopus
Search Google Scholar™
5 citations in Web of Science®

Citation countsare sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

ID Code: 26556
Item Type: Journal Article
Additional URLs:
Keywords: Mathematics tests, Benchmarking, Numeracy, Mathematics achievement, Student assessment, Pedagogy
ISSN: 0004-9441
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2009 Australian Council for Educational Research
Deposited On: 30 Jul 2009 07:43
Last Modified: 29 Feb 2012 23:54

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page