CREATING CONDITIONS FOR DIFFUSION OF ALTERNATIVE ASSESSMENT IN PRE-UNIVERSITY MATHEMATICS EDUCATION

The goal of the presented study is to characterize the process of creating conditions for adopting alternative assessment in a pre-university institution adhering to traditional assessment in mathematics. In accordance with Roger's model of decision-making during diffusion of innovations, we identified the needs of such an institution that can be addressed using alternative assessment. We then explored which types of research evidence can convince the academic staff to implement alternative assessment. The most convincing evidence came from the statistical analysis. It showed that some of the traditional exams used at the institution had low predictive validity, and thus, could be substituted with alternative assessment tools with no risk of decreasing the predictive validity of overall grades.