Auteur principal			Co-auteurs(s)
Nom :	Roger Brown		Nom :
Courriel :	rogergbrown@mac.com		Courriel :
Institution ou compagnie:	Swinburne University of Technology		Nom :
Département:			Courriel :
Ville :	Dobbs Ferry		Nom :
État/Province :	New York		Courriel :
Pays :	United States of America		Nom :
Type de présentation:	Conférence :  50 minutes.		Courriel :
Conférence et numéro :	ACDCA ,    Numéro : A36		Horaire :   Local :	samedi, 10h30   1302
Site Internet :
Titre de la communication :	The assessing of mathematics skills in a secondary school CAS environment.
Résumé de la communication :
Until recently much of the focus regarding the introduction of CAS into assessment at the end of high school has been on whether to, or not to, use CAS. However, now it is generally accepted that whilst there is still a long way to go, the danger presented by the introduction of CAS into examinations is not as significant as first thought. Of increasing interest, however, is whether the introduction of CAS will lead to a change in the skills assessed, and if so in what way. This presentation will seek to address this issue by using data generated from the analysis of CAS allowed examinations in Denmark, Victoria (Australia) and the USA using a categorisation scheme which assess the types skills which are required to complete the question. The presentation will also indicate whether there has been a change in the testing of these skills as the examination question writers have become more familiar with development of CAS based questions.