Our era is characterized by information overload. Low skills are a demand in the world of work, such as salespeople in brick-and-mortar stores, customer reception, fast-food restaurant clerks, call center operators, order dispatchers, order packers, etc. The required educational background shrinks to the requirement for adaptability and few “basic skills”: text comprehension, basic communication in one or two foreign languages, some math, science and technology concepts, a good dose of familiarity with digital as well as interpersonal and social skills (OECD, 2001). Assessment in secondary education has not remained unaffected; the holistic nature, originality, and innovation are incompatible with everyday teaching practice. With the scientific tools of statistics and neural networks, the divergence between formal assessment and diagnostic and feedback assessment has been quantified. Finally, the evolution of behavioral learning at a public high school level during the academic year 2021-2022 has been studied.
Broadfoot, P., & Black, P. (2004). Redefining assessment? The first ten years of assessment in education. Assessment in Education: Principles, Policy & Practice, 11(1), 7–26. https://doi.org/10.1080/0969594042000208976.
Delandshere, G. (2002). Assessment as Inquiry. Teachers College Record, 104(7), 1461–1484. https://doi.org/10.1111/1467-9620.00210.
Gagne, R. M. (1965). The conditions of learning. New York: Rinehart &Winston.
Gipps, C. (1994). Developments in educational assessment: what makes a good test? Assessment in Education: Principles, Policy & Practice, 1(3), 283–292. https://doi.org/10.1080/0969594940010304.
Graue, B. (1993). Integrating theory and practice through instructional assessment. Educational Assessment, 1(4), 283–309. https://doi:10.1207/s15326977ea0104_1.
Hamilton, L. S., Stecher, B. M., Marsh, J. A., McCombs, J. S., & Robyn, A. (2007). Standards-based accountability under no child left behind: Experiences of teachers and administrators in three states. Rand Corporation.
Hull, C. L. (1943). Principles of behavior: An introduction to behavior theory. New York: Appleton-Century.
Kaarstein, H. (2014). Norwegian mathematics teachers’ and educational researchers’ perception of MPCK items used in the TEDS-M study. Nordic Studies in Mathematics Education, 19(3-4), 57–82.
Lange, J. (2007). Freudenthal institute. Large-scale assessment of mathematics education. Second Handbook of Research on Mathematics Teaching and Learning.
OECD (2001). The school of the future. What future for our schools? https://doi.org/10.1787/9789264195004-en.
Palm, T., Boesen, J., & Lithner, J. (2011). Mathematical reasoning requirements in Swedish upper secondary level assessments. Mathematical Thinking and Learning, 13(3), 221–246.
Peña-López, I. (2012). Pisa 2012 assessment and analytical framework Mathematics, reading, science, problem-solving and financial literacy.
Skinner, B.F. (1954). The science of learning and the art of teaching. Harvard Educational Review, 24, 86–97.
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14. https://doi.org/10.3102/0013189X029007004.
Suurtamm, C., Thompson, D. R., Kim, R. Y., Moreno, L. D., Sayac, N., Schukajlow, S, &Vos, P. (2016). Assessment in mathematics education: Large-scale assessment and classroom assessment. Springer Nature.
Thorndike, E. L. (1922). The psychology of arithmetic. New York: Macmillan.
Wang, S., Jiao, H., Young, M. J., Brooks, T., & Olson, J. (2007). A meta-analysis of testing mode effects in grade K-12 mathematics tests. Educational and Psychological Measurement, 67(2), 219–238.
Wiliam, D. (2007). Keeping learning on track: Classroom assessment and the regulation of learning. Information Age Publishing.
Wiliam, D. (2007). Classroom assessment and the regulation of learning. Second Handbook of Research on Mathematics Teaching and Learning. University of London.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.