Integrating errors into developmental assessment: \u27time\u27 for ages 8-13

Abstract

It is widely agreed that measurement is of paramount importance to students&rsquo; overall development in mathematics. This paper describes a developmental &lsquo;map&rsquo; of students&rsquo; understanding and skills in measurement, focussed on the topic of Time, that integrates correct and incorrect student ideas. The map is based on a Rasch analysis of data from a large-scale UK national survey for standardising assessment for children from 5 to 14 years of age. It is demonstrated how a partial credit strategy enables a developmental map to be constructed to show students&rsquo; strengths and weaknesses in a meaningful and useful summative and formative manner. This map provides evidence, of both a summative and a formative nature, which may enable teachers to craft appropriate and successful learning experiences for children.<br /