Graphing calculator assessment research directions

Teachers play a key role in the school assessment process through their contribution to the teaching and learning of classroom mathematics and through their choice of assessment goals and instruments. Research points to the influence that knowledge and beliefs of teachers play in the quality of classroom use of graphing calculator. It has been argued that there are five broad categories of teacher behaviour when it comes to the integration of ICTs within their classroom. Teachers tend to view ICT as either: a demon; a servant; an idol; a partner; or, a liberator. These categories are discussed in relation to research findings and their implications for assessment with graphing calculators. This is a theoretical paper which attempts to address the question: In what ways does the graphing calculator expand the range of performances accessible through assessment? The paper concludes with a number of brief directions for designing mathematical questions involving the use of graphing calculators