Assessment in science and mathematics
Assessment is ever-present, and it is generally the dominant factor that drives teaching, particularly at second-level. Current assessment methods tend to demand rote learning and mechanical problem-solving, but rarely reward conceptual understanding.
It is essential that an evolution towards activity-based learning is accompanied by a transition to assessment that rewards deep understanding and is part of the learning process. Research will focus on solutions specific to mathematics and the sciences at each level.
Current projects include:
- Assessment methods at third level for Chemistry (Odilla Finlayson) and Physics (Paul van Kampen, Eilish McLoughlin)
- Assessing the mathematical literacy of incoming third level students (Sinéad Breen)
- Achieved weights of examination components (Maurice OReilly)
- Hands-on science: Practical assessment support for learning and teaching science (Paula Kilfeather and Janet Varley with Michael O'Leary)
