Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Catharina Beckschulte, Jascha Quarder, Annika Rosendahl, Stanislaw Schukajlow
University of Münster
⬇ Download PDFDigital portfolios have been proposed as a promising assessment format for mathematical modelling. However, empirical evidence on whether such portfolios can be used to reliably and validly assess analytically defined modelling sub-competencies is limited. We investigated the development and validation of an assessment instrument that combines digital portfolios based on holistic modelling tasks with an analytic assessment rubric. Using data from 116 ninth-grade students, we examined the internal structure, interrater reliability, and criterion-related validity. Results indicate that modelling sub-competencies can be empirically distinguished, assessed with good reliability, and meaningfully related to an established modelling test, suggesting that digital portfolios can bridge holistic task design and analytic assessment.
mathematical modellingmodelling competenciesdigital portfoliosassessment