Integrating New Assessment Strategies Into Mathematics Classrooms (original) (raw)
Performance assessment, or performance-based assessment, refers to the assessment practice in which the information about students' learning is gathered through students' work on performance tasks. Performance tasks in this study mainly include authentic real-life problems and open-ended tasks. Project assessment, or project-based assessment, refers to the assessment practice in which the teacher gathers the information about students learning through their work on project tasks. Student self-assessment refers to the assessment practice in which the information about students' learning is gathered through their reflection, evaluation, and report to the teacher. Communication assessment in this study refers to the assessment practice in which the information about students' learning is gathered through students' performance on communication tasks, including mainly both journal writing (writing communication) and oral presentation (oral communication) tasks. A detailed explanation about the concept of the four assessment strategies mentioned above is provided in relevant chapters from Chapter 3 to Chapter 10. Examples of different assessment tasks are also given in these chapters. The reason that we focused on these four relatively new strategies is that, as we believe, not only are they better defined in the community of mathematics educators and All the interview data collected were transcribed by researchers themselves or in some cases by professional service providers, and examined by the researchers. Qualitative methods were employed in analysis. They were also used to triangulate what have been revealed in the quantitative data, so as to strength the findings of the study. Chapter 3 Results and Findings (I): Performance Tasks (Primary) 3 3.1 Chapter 4 Results and Findings (II): Student Self-Assessment (Primary) 5 4.1 4.2 Research Questions and Conceptual Framework 4.2.1 Research questions The main research questions for the self-assessment sub-study are: 1. What are the influences of self-assessment strategies on students' learning of mathematics in both cognitive and affective domains? Chapter 5 Results and Findings (III): Project Work (Primary) 6 5.1
Related papers
ASSESSMENT PRACTICES IN LEARNING MATHEMATICS
International Journal of Mechanical and Production Engineering Research and Development (IJMPERD), 2020
As part of learning mathematics, assessment provides a very significant contribution to the quality of learning. Assessment provides information about the progress that students have made. This moment is an opportunity for students to show what they know and what students can do. This study aims to describe the mathematics learning assessment conducted by lecturers in the Mathematics Education Study Program. This study will reveal the forms and types of mathematics learning assessment instruments prepared by mathematics education study program lecturers, the appropriateness of the assessment with ideal mathematics learning assessment principles and the factors that influence the lecturer in assessing mathematics learning. For this reason, a descriptive exploratory research method is used which is pursued with qualitative assistance with quantitative descriptive statistics. The research subjects were lecturers who taught at the mathematics education study program. The data collection techniques used were documentation and in-depth interviews.
Student Self-Assessment in Middle School Mathematics: A Pilot Study
2012
The aims of this study were to design a process of self-assessment for seventh grade mathematics students and test its effectiveness in improving performance. The treatment required the students to co-create the product quality criteria for constructed response items, use the criteria to formatively self-assess their work, and revise as needed. Although there was a statistically significant association between self-assessment and performance on only one of five items, the treatment group had a higher average score on three items and total score after controlling for prior achievement. The findings suggest that research with larger sample sizes is warranted.
The Use of Students' Self-Assessment in Learning Mathematics
2015
This research paper aimed to test the effectiveness of the use of students' self-assessment in mathematics class. Two independent experiments were conducted to assess whether the use of self-assessment as a form of formative assessment will be more effective in terms of mathematics performance and mathematics attitude to the Grade eight students of the Laboratory High School of Rizal Technological University during the school year 2014-2015. Two groups in each experiment were exposed to self-assessment while the other two groups were exposed to an ordinary formative assessment method which is the conduct of daily quizzes which is more of objective type. It has been found that both formative assessment were equally effective in terms of the mathematics performance but in terms of attitude level, the use of self-assessment is statistically more effective. The performance of the students between the controlled and experimental group is not significantly different due to attribution...
Developing performance assessment tasks in mathematics: a case study
JM Truran &, 1999
Development of assessment tasks that both provide quality insights into students' mathematical understanding and produce rigorous data for measurement purposes is a challenge for mathematics educators. This paper presents a case study of the development of three peljormance assessment tasks. The tasks addressed several strands of the mathematics curriculum and were designed to match the teaching strategies being used. The tasks were refinedfollowing the application of a qualitative developmental model, the SOLO Taxonomy. They were also tested against criteria for good assessment.
Topic Study Group No. 40: Classroom Assessment for Mathematics Learning
ICME-13 Monographs, 2017
Prior to the conference, members of the two topic study groups on assessment (TSG 39 on Large Scale Assessment and TSG 40 on Classroom Assessment) collaborated to develop a topical survey on Assessment in Mathematics Education (Suurtamm et al., 2016). The survey addressed five main issues related to the current state of assessment: • Purposes, traditions, and principles of mathematics assessment • Design of assessment tasks in mathematics education • Mathematics classroom assessment in action • Interactions of large-scale and classroom assessment in mathematics education • Enhancing sound mathematics assessment knowledge and practices. Twelve papers were presented in the four main sessions of TSG 40, with the third session held jointly with TSG 39: Large-Scale Assessment and Testing in Mathematics Education. In addition, twelve papers were presented in the oral communication sessions and fourteen posters were also presented. Papers addressed topics related to all but the first issue in the pre-conference topical survey. The focus of the main topic study group sessions is indicated below.
2017
International audienceIn this paper, we are presenting our analytical tools to characterize assessment activities as part of teachers' practice, on a specific mathematical content (algebra). We are also presenting the principles of our collaboration with high school teachers, inside a particular workgroup (LéA), to explain why we came to consider assessment as a potential lever to enhance both the students' learning in mathematics, and the teachers' development. We are presenting a few results on the effects of this collaborative work on teachers' practice when assessing students' learning, and on our means to analyze the students' results throughout the process
1990
This manual describes the Mathematics Assessment Questionnaire (MAQ) and its development, provides relevant background from the research literature, describes approaches to the reporting and uses of the MAQ (including its use in instructional planning), and presents sample responses from students and classes. The MAQ provides teachers and students with a tool to understand aspects of constructing knowledge in mathematics classrooms for grades 7 through 9. The questionnaire is intended to survey students' thoughts and feelings about learning a particular aspect of mathematics-solving mathematical word problems. The MAQ provides additional, complementary information to that provided by teacher assessments or standardized tests of mathematical concepts and procedures. The MAQ
Assessment and Evaluation in Mathematics
This compilation provides significant topics in assessment and evaluation activities in Mathematics classroom. The source of the literature is largely online particularly the NCTM and MOE publications. Modular approach is used in this material as it is utilized by the author-compiler in teaching pre-service teachers in Mathematics this COVID 19 pandemic under the Blended Learning approach.
Loading Preview
Sorry, preview is currently unavailable. You can download the paper by clicking the button above.