Developing assessment methodologies for quantitative literacy: a formative study
From MaRDI portal
Publication:3563788
DOI10.1080/00029890.2008.11920609zbMATH Open1187.00007OpenAlexW2399924254WikidataQ58251575 ScholiaQ58251575MaRDI QIDQ3563788FDOQ3563788
Authors: Jack Bookman, Susan L. Ganter, Rick Morgan 
Publication date: 1 June 2010
Published in: The American Mathematical Monthly (Search for Journal in Brave)
Full work available at URL: https://doi.org/10.1080/00029890.2008.11920609
Recommendations
- ``Guessing at our mental models or ``committed knowing acts -- what are our students doing?
- Assessing mathematical proficiency
- Rethinking the feedback format in formative assessment of undergraduate mathematical competencies
- Comparison of NAEP, PISA, and TIMSS-R
- scientific article; zbMATH DE number 1339870
Cited In (4)
- QUALITY CONTROL METHODS IN LARGE‐SCALE ASSESSMENT PROCEDURES USING ‘DOUBLE‐MARKING’ OR ‘PARTIAL DOUBLE‐MARKING’
- Rethinking the feedback format in formative assessment of undergraduate mathematical competencies
- The effects of enrollment in developmental mathematics upon student achievement in college geometry
- Asking good questions to understand voluntary enrolments in mathematics
This page was built for publication: Developing assessment methodologies for quantitative literacy: a formative study
Report a bug (only for logged in users!)Click here to report a bug for this page (MaRDI item Q3563788)
