The use of open-ended tasks to assess Mathematics

Abstract

The aim of this study is to investigate how open-ended tasks can be used as an alternative form of assessing mathematics at the Secondary Level of Education. The review of literature focuses on the current reforms in mathematics assessment in the international mathematics education community. Particular emphasis is placed on the reasons behind reforms in assessment policies, the implementation pitfalls of such changes, the differences between traditional· and alternative modes of assessment, and the use of scoring guides. The author chose one form of alternative assessment - open-ended tasks - as an area for action research. The preliminary stage of the study and the action research were conducted during the author's third and fourth teaching practices respectively, in two different independent schools. For the action research the author designed four open-ended tasks, with an appropriate scoring rubric for each task. The first two tasks were conducted with students at Form 1 level to assess their performance on the topic 'Symmetry', while the last two tasks were conducted with students at Form 2 level to assess their performance on the topic 'Area'. The results obtained via these four tasks were critically analysed. The openended tasks were found to be equitable, motivating, engaging and thought provoking. Open-ended tasks can also be very powerful in that they contribute to positive attitudes towards mathematics, encourage mathematical talk and decision-making, and make it possible to assess various factors that are traditionally ignored in mathematics assessment, such as creativity, authenticity and cooperation.