Assessing covariation as a form of conceptual understanding through comparative judgement

Abstract This paper focuses on the importance of covariational reasoning within processes mathematics teaching and learning. Despite internationally recognized relevance covariation, research shows that only a small percentage students teachers is able to adopt majority curricula do not contain explicit references skills. In particular, when manifests as conceptual knowledge, it becomes challenging assess, need for innovative methods assessment emerges; there suitable highlight characteristics covariation capture various features characterize understanding. Comparative judgement (CJ) an method based collective expert judgements students’ work rather than requiring scoring rubrics. Due its holistic approach, CJ particularly assessing complex mathematical competencies, and, we shall see in this study, proved be appropriate covariation’s assessment. details, our study aims investigate perception attributed by theoretical construct way can help skills underlying less structured modelling task.