Auteur principal			Co-auteurs(s)
Nom :	Dr. Otto WURNIG		Nom :
Courriel :	otto.wurnig@uni-graz.at		Courriel :
Institution ou compagnie:	Institute of Mathematics		Nom :
Département:	University		Courriel :
Ville :	GRAZ		Nom :
État/Province :			Courriel :
Pays :	AUSTRIA		Nom :
Type de présentation:	Conférence :  50 minutes.		Courriel :
Conférence et numéro :	ACDCA ,    Numéro : A26		Horaire :   Local :	vendredi, 10h30   1422
Site Internet :
Titre de la communication :	New Models in Assessment in Computer integrated Mathematical Instruction - First Results of the Austrain CA-Projects
Résumé de la communication :
Since 1985 more & more teachers in Austria have been in a position to allow students to use electronic calculators in tests, if they had enough practice in class. Teachers of Mathematics at schools which are preparing students for university can choose and formulate their own test problems. Consequently their examples were gradually adapted to the new demands of computer algebra systems (DERIVE, MATHCAD, MATHEMATICA). Assessment, however, was still based on the traditional rules of test writing. In the Austrian CAS II Project (1997/98) the students used TI-92 in Mathematics in their lessons and in their tests. Based on these experiences made by the research teachers new models of assessment have been worked out: (1) short tests – problem solving tests, (2) project work, (3) cross curriculum tests, (4) written group tests. I chose this following variant in form 11: a) Short tests, e.g. 25 minutes, to check reproductive skills or reproductive knowledge (possibly without CAS too). b) One longer test per term, e. g. 100 minutes, to check problem solving skills. c) Each student should work on a short chapter of mathematics and present it to the other students. I am going to explain the four different models and to report about the different reactions of the students and of the research teachers.