Philosophical perspectives on authentic assessment in mathematics

Research output: Chapter in Book/Report/Conference proceedingConference contribution


Traditional tests and examinations have been linked to negative student attitudes towards mathematics and reduced uptake of higher education courses and careers that require high levels of mathematical competence. Authentic assessments predicated on open-ended tasks that feature in typical real-world applications of mathematics have been proposed as a potential means of ameliorating the harmful consequences of conventional approaches to testing students’ mathematical knowledge and skills. In this paper, I advance a philosophical rationale for the difficulties associated with using rubrics to reliably assess the type of open-ended tasks that feature in authentic assessments of mathematical learning. I also argue that the seemingly intractable problems associated with reliably assessing such open-ended tasks can be circumvented by using the method of comparative judgement.
Original languageEnglish
Title of host publication15th International Congress on Mathematics Education. Topic Study Group: Proceedings
PublisherInternational Commission on Mathematical Instruction
Publication statusAccepted - 01 Dec 2023
EventThe 15th International Congress on Mathematical Education - Sydney, Australia
Duration: 07 Jul 202414 Jul 2024

Publication series

Name International Congress on Mathematics Education: proceedings


ConferenceThe 15th International Congress on Mathematical Education


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