Utilising a differentiated assessment method in mathematics class: computer adaptive testing for tracking student progress

Abstract

Assessment is an essential component of learning and teaching as it allows teachers, policymakers and other stakeholders to be informed about students’ achievements and to make decisions based on the results and evidence. Alongside, assessment helps to harmonise lesson plans and to model activities for students to meet their needs. In the context of mathematics, it helps to develop students’ mathematical skills; namely, to prepare them to be accepted by universities. The evolution of technologies accelerates the ways of providing instant feedback and monitoring the quality of students’ proficiency. The authors focus on using computer adaptive testing to track students’ academic achievements in an organisation of differentiated approach to teaching mathematics. In addition, a survey of teachers was conducted to determine their opinion on computer adaptive testing as a form of assessment. The results of the survey showed that teachers have a positive attitude towards computer adaptive testing, and note its positive aspects, such as taking less time to conduct, accuracy of results and motivation of students