Assessing ‘functionality’ in school mathematics examinations: what does being human have to do with it?

Abstract

This article analyses aspects of the process of developing ‘functional’ assessments of mathematics at the end of compulsory schooling in England. A protocol that was developed for scrutinising assessment items is presented. This protocol includes an indicator of the ‘authenticity’ of each assessment item. The data are drawn from scrutiny of 589 assessment items from thirty-nine formal unseen examinations taken by students aged sixteen, and the article illustrates ways that mathematics is presented in different contexts in examinations. We suggest that currently the ‘human face’ of the questions may serve to disguise routine calculations, and we argue that, in formal examinations, connections between mathematics assessments situated in context and functional mathematics have yet to be established.

Keywords:

• functional mathematics
• authentic assessment
• scrutiny protocol

Acknowledgements

Evaluating Mathematics Pathways 2007–2010 was funded by the QC(D)A. The research team was led by Andrew Noyes, and scrutineers included, as well as the authors, members from the Universities of Nottingham, Manchester and Sussex: Anne Haworth, Roger Murphy, Cliff Parry, Mark Simmons, Malcolm Swan, Clare Tikly.

Notes

1. For full description of National Qualifications Framework please see http://www.direct.gov.uk/en/EducationAndLearning/QualificationsExplained/DG_10039017

2. From August 2009 until April 2011 Qualifications and Curriculum Development Agency