摘要
Assessment is a critical issue in the teaching andlearning of mathematics. For many students, theassessment is still one that is based on a behaviouristapproach where discrete facts and skills are tested,where grading and ranking are the primary goals.Kilpatrick argues that an alternative vision isnecessary for today’s classrooms. The challenge is toproduce an assessment practice that does more thanmeasures a person’s mind and then assign a mindtreatment. We need to understand how people cometo use mathematics in different social settings
Assessment is a critical issue in the teaching and learning of mathematics. For many students, the assessment is still one that is based on a behaviourist approach where discrete facts and skills are tested, where grading and ranking are the primary goals. Kilpatrick argues that an alternative vision is necessary for today＇s classrooms. The challenge is to produce an assessment practice that does more than measures a person＇s mind and then assign a mind treatment. We need to understand how people come to use mathematics in different social settings and how we can create a mathematics instruction that helps them use it better, more rewardingly, and more responsibly. To do that will require us to transcend the crippling visions of mind as a hierarchy, school as a machine, and assessment as engineering. This view changes the focus of assessment from summative assessment where students are assessed principally to determine an overall measure of achievement,
