ASSESMENT IN MATHEMATICS.pptx

7/27/2019 ASSESMENT IN MATHEMATICS.pptx

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It can be define as obtaining andinterpreting information about theknowledge and understanding, orabilities and attitudes of a student

(Rowntree, 1987).


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The process of diagnosing thecapabilities of students at any point in

a course of study in order to enhancefuture performance.


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The measurement of studentsattainment against various yardsticks at

the end of a course study.


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Assessment should support thelearning of important mathematicsand furnish useful information to bothteachers and students.


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PerformanceTesting


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It is the very general name given to tests that usedirect measures of learning rather than indicatorsthat suggest that learning has taken place (Boritch

& Tombari, 1997). Performance test ask student toanalyze, solve problems, experiment, makedecisions, measure, cooperate with others, presentorally or produce a product. The last facetproducea product,would indicate that portfolioassessment and project-based assessment are bothexamples of performance testing.


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PortfolioAssessment


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It is a method of assessment in which students buildportfolios containing diverse materials cataloguingtheir mathematical growth throughout the schoolyear. A portfolio might include

homework/assignments, projects, journal entries orother writing assignments, or traditional test orquizzes. In a way, student try to make a case forthemselves by collecting evidence that they have

achieved the goals set forth by their teacher at thebeginning of the year. Different students may haveapproached these goals through different means, andso each portfolio will be different, showing the

uniqueness and individuality of each student.


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Project-basedAssessment


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In a Project-based Assessment, rather than acomplete typical pencil-and-paper test or quiz todemonstrate mastery or procedures, students areask to complete projects that are often quite

involved. These projects frequently come at theend of a unit, and serve to connect all of themathematics learned into a cohesive whole. Alsothese project are usually grounded in real worldsituations, and stress applications of mathematicslearned. Project-based Assessment is theassessment of choice for many new form curricula.


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ObservationalAssessment


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It is a kind of informal assessment of students inwhich teachers observe their student in theclassroom setting, monitoring for certain skills orbehaviors, and jotting them down when they are

evidenced. In this way, teachers are able to assessnot only their studentsacademic growth, but alsotheir emotional growth. Typically, a teacher mightbe looking for mastery of some topic, but just asimportant are the affective traits such asdemonstrating a valuing of mathematics, or apositive attitude in the face of difficulty.


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MasteryLearning


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It is less an assessment method in and of itself, butrather philosophy of education. Though manyaspect of Mastery Learning can be traced to the

ancient Greeks, the pioneering work in the currentphilosophy was done by the Harvard Universityprofessor John B. Caroll. Intrigued by Carollsidea,

University of Chicago professor and notededucational psychologist Benjamin Bloomcontinued the research, and popularized the ideaduring the 1960.


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TraditionalAssessment


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A major outcome of mathematics instructionshould be the ability to complete algorithms ofarithmetic and algebra to solve problems. These

rote skills are important and easily assessedthrough traditional assessment methods. Anotherimportant outcome of assessment is for teachers togain feedback about their instruction. Again, the

result of a traditional paper-and-pencil test canoften speak volumes about how well a teacher isteaching or at least how well his or her students areunderstanding the instruction.


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ASSESMENT IN MATHEMATICS.pptx

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