engleski

ASSESSMENT OF COMPLEX, NON-STRUCTURED MATHEMATICAL PROBLEMS

Learning outcomes are considered to be a key tool for student-centered teaching and learning. They can be successfully implemented in teaching and learning mathematics on higher educational level and together with appropriate level of technology enhanced learning can provide the framework for successful learning process even for students that have not been primarily interested in mathematics. One of the most prominent goals of mathematics in non- mathematics major study programs is providing students with mathematical modelling skills. In this respect assessment methods should be carefully chosen and implemented in concrete learning context to take into account problem posing and problem solving. This paper describes the way in which rubrics can be used in a mathematical course in order to assure the fulfillment of the learning outcome concerning mathematical modeling and problem solving. Problem posing out of the real world context confirmed to be hard task for students.

mathematical modelling, e-assessment, rubrics, learning outcomes, problem solving

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