Auteur principal			Co-auteurs(s)
Nom :	Mrs. Marlene Torres-Skoumal		Nom :
Courriel :	marlenes@aon.at		Courriel :
Institution ou compagnie:	Vienna International School		Nom :
Département:	Mathematics		Courriel :
Ville :	Vienna, Austria		Nom :
État/Province :	Vienna		Courriel :
Pays :	Austria		Nom :
Type de présentation:	Conférence :  50 minutes.		Courriel :
Conférence et numéro :	ACDCA ,    Numéro : A39		Horaire :   Local :	jeudi, 10h30   1302
Site Internet :
Titre de la communication :	Using CAS in Traditional and Alternative Assessment Models
Résumé de la communication :
The use of technology is changing how we teach and as a consequence how we assess. Although technology is rapidly becoming indispensable in enhancing understanding of concepts and analytical structures, the challenge remains in using technology to design meaningful tools to assess the new learning objectives in our changing curricula. Since assessment should emerge from established curriculum objectives and classroom practice, assessment with technology should come as a natural by-product of the classroom experience. There are fears in the community of practitioners that the use of technology in assessment will either trivialize what is being assessed or significantly increase its level of difficulty. Both scenarios are unacceptable, particularly the latter as it places increased burden on student success especially for the weak student. Our attempts at raising levels of understanding should not come at the price of creating yet more stressful examination situations for our students. In this presentation examples will be shown of traditional and alternative assessment models incorporating the use of computer algebra systems in grades 6 through 12, including its use in the International Baccalaureate diploma program.