Assessment of open-ended geometry problems in dynamic geometry environments

摘要

Assessment of student learning requires the use of techniques for measuring student achievement. Assessment is more than a collection of techniques, however. It is a systematic process that plays a significant role in effective teaching. It begins with the identification of learning goals, monitors the progress students make toward those goals, and ends with a judgment concerning the extent to which those goals have been attained [1]. Assessment can be classified in terms of their functional role in classroom instruction as follows: placement, formative, diagnostic and summative assessment [2].