You are hereAssessments - Mathematics
Developing and validating reliable assessment instruments is a long process involving investigation of student difficulties, designing questions which can reliably uncover these difficulties, interviewing faculty about the appropriateness of the questions, pilot testing with students (both individual interviews and large scale in-class testing), performing statistical analysis, question refinement (addition/change/removal) and re-testing. It takes years of development effort to create and validate reliable assessment instruments and in order to ensure that these assessment instruments do not lose their reliability (for example, by answers showing up in online forums) it is important that:
1. students are not given copies following administration of the assessment tool and
2. questions are not incorporated into web-based question delivery systems without adequate security to prevent printing or unauthorized access by students.
- Precalculus Concept Assessment (PCA)
- 25 item multiple choice instrument of central precalculus reasoning abilities and understandings which are essential for beginning calculus
- Article describing the assessment and its development available here
- Calculus Concept Readiness (CCR)
- 25 item multiple choice instrument for measuring major student understandings, representational and reasoning abilities which are needed for a successful study of Calculus
- Calculus Concept Inventory (CCI)
- 22 item multiple choice test of conceptual understanding of the most basic principles of differential calculus
- Article describing the test available here
- Statistics Concept Inventory (SCI)
- 38 item test organized around four categories: Probability, Descriptive Statistics, Inferential Statistics and Graphical interpretation.
- Attitudes Towards Mathematics Inventory (ATMI)
- Widely recognized instrument with established validity and reliability
- Student Attitude Survey (about Mathematics) (SAS)
- 27 item survey which explores students’ beliefs about mathematics and the learning of mathematics
If we missed some assessments developed by mathematics education researchers, please let us know at email@example.com.