Learning from previous experiments: readability in national mathematics assessments
| dc.contributor.author | Bansilal, Sarah | |
| dc.contributor.author | Khan, Mumtaz | |
| dc.date.accessioned | 2016-06-14T12:08:54Z | |
| dc.date.available | 2016-06-14T12:08:54Z | |
| dc.date.issued | 2013 | |
| dc.description.abstract | English: This article aims to investigate the challenges associated with understanding the instructions in the Common Tasks for Assessment (CTA) by a Grade 9 mathematics class of second-language English speakers. The design of the CTA was such that a series of tasks was set using an extended context. The Flesch-Kincaid readability test judged the instructions of some tasks to be beyond the readability levels of an average Grade 9 learner. Some instructions had high lexical density, showing that these were difficult to understand. It is recommended that education authorities note the challenges associated with contextualised assessment such as the CTA, and ensure that the challenges associated with understanding instructions in national assessment should not outweigh the benefits of accessing the mathematics in different settings. | en_ZA |
| dc.description.abstract | Afrikaans: Hierdie artikel ondersoek die uitdagings wat die instruksies in die Gemeenskaplike Assesseringstaak (CTA) vir Wiskunde bied aan Graad 9-leerders met Engels as addisionele taal. Die assesseringstaak is so ontwerp dat leerders ’n aantal take binne ’n uitgebreide konteks moes uitvoer. Volgens die Flesch-Kincaid leesbaarheidstoets, is sommige instruksies by die take bokant die vermoë van die gemiddelde Graad 9-leerder. Die leksikale digtheid van sommige instruksies het getoon dat die instruksie baie moeilik was om te begryp. Daar word aanbeveel dat die onderwysowerhede kennis moet neem van die uitdagings verbonde aan sulke gekontekstualiseerde assessering en moet verseker dat die uitdaging om die instruksies in nasionale assesseringstake te verstaan nie die voordeel verbonde aan die assessering van wiskundige vaardigheid in verskillende kontekste oorskadu nie. | af |
| dc.description.version | Publisher's version | en_ZA |
| dc.identifier.citation | Bansilal, S., & Khan, M. (2013). Learning from previous experiments: readability in national mathematics assessments. Acta Academica, 45(1), 79-99. | en_ZA |
| dc.identifier.issn | 0587-2405 (print) | |
| dc.identifier.issn | 2415-0479 (online) | |
| dc.identifier.uri | http://hdl.handle.net/11660/2897 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Mathematics | en_ZA |
| dc.subject | Common Tasks for Assessment (CTA) | en_ZA |
| dc.subject | Second-language speakers | en_ZA |
| dc.subject | Flesch-Kincaid readability test | en_ZA |
| dc.title | Learning from previous experiments: readability in national mathematics assessments | en_ZA |
| dc.type | Article | en_ZA |