FVU-math Final test
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Transcript of FVU-math Final test
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FVU-math
Final test
EMMA Study Visit Copenhagen 9 – 12 May 2007 Pernille Pindemail: [email protected]: www.pernillepind.dk
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Organization:
2000-2001Part of the greater project about FVU-math
Group:1 representative from ministry1 PhD student4 teachers form the Pilotproject of teachers traininng for FVU-math1 AVU teachergroupleader
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FVU-math, a new education
Numeracy the new aim
Content: activities, data and media, mathematical concepts and operations
Organization: contexts
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activities data and media
mathematical concepts and operations
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Many ideas for final test:
•Test over several days with real problems
•Oral test with real activities
•Real everyday concrete materiale
•Video sequences in test
•Audio sequences in test
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In the end it turned out to be a fight against a written test.
And we lost the fight!
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Conditions from ministry:• Final test• Issued by ministry• Written • Assessment: pass/fail• Individual testing• Voluntary• Printed and copied bye each institution • Flexible test dates• Work towards database of test questions
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Our basic point of view:•The aim is numeracy, not mini-math
•Final tests have enormous impact on teaching
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Our constitution:
Double authenticity:
• all test questions emerge from authentic documents
• all test questions should be realistic
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Did that make any difference compared to other math-educations?
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Yes!
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In comparison with final tests for Folkeskolen and AVU:
•Authentic documents are only used as illustration, not as an actual part of the question.
•Reality is changed so it fits the math you want tested.
•Several non-realistic questions.
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Categories of test questions:
We worked with the database in mind.
We made hundreds of test questions and the started to group them in categories.
The grouping of questions turned out to be a grouping of documents.
Only a few of the categories emerged from an activity.
The categories were not a sufficient description of the test questions!
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Categories of test questions:
Trin1 Trin2
Diagrams and tables x
Shapes x
Shopping x x
Instruments x
Maps x
Measuring x
Numbers and codes x
Recipes x x
Calculate the same way (algorithms)
x
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Trin1 Trin2
Interest x
Rates x x
Numbers in text x
Time x x
Counting x
Fill in x x
Currency x
Informative labeling x x
World in two dimensions (photo) x
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Question Categorizing System
As said before, the categories were not sufficient.
Every question should also be categorized according to the following parameters:
Media, Datatype, Concepts, Activity, Context, Type of answer and Level of difficulty.
These were soon reduced to:
Context, Concepts, Activity, Type of answer and Level of difficulty.
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Opgave Kategoriserings System – OKS
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Opgave Kategoriserings System – OKS
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Level of difficulty
Level 1, 2 or 3
The following five things in consideration::1. Level of familiarity.2. Level of “noise” in the document3. Level of openness4. Quantity of calculations5. Number of steps in calculations
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Enough time and predictable questions• We wished that nobody should feel stressed by a time limit.
• We wished nobody should feel surprised by the test questions.
Our hope was that test training in class wouldn’t take up to much time.
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It’s difficult!
To find documents:
•that are relevant for: the whole country, both sexes, ages between 18 and 65, all occupations…
•with very little “noise”
•that seem without pitfalls
To formulate questions that are realistic for many people
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Test-question examples
Trin 1 opgavesæt C forår 2005
Trin 2 opgavesæt B forår 2005