realistic mathematics education

Realistic Mathematics Education, work in progress

RME assessment

A very first requirement for assessment in order to have an assessment which is in tune with any reform of mathematics education can be found in the altered curriculum contents. In RME, however, there is more which asks for another way of assessment. To come to assessment which is in alignment with RME assessment has to do justice to all three pillars of RME:

its view on mathematics and the goals aimed for;
its view on how children learn mathematics;
its view on how mathematics has to be taught.

Developmental research on assessment based on the RME viewpoints carried out so far, has already produced some keys of how assessment can be improved, especially written assessment (De Lange, 1978; Van den Heuvel-Panhuizen, 1996). In contrast to the prevailing opinion that the improvement of assessment in mathematics can best be found by getting rid of the paper-and-pencil tests, our research brought to the fore that written assessment also has a future. Necessary, however, is a creative exploitation of the potential of written tests. More about this can be found in he listed publications.