Scribd
Upload
20 views

Assessment in Mathematics Learning

The document discusses assessment in mathematics education. It defines formative and summative assessment and outlines the assessment cycle of planning, gathering evidence, interpreting evidence, and using results. The key purposes of assessment are to promote student growth, monitor progress, make instructional decisions, evaluate programs and student achievement, and recognize accomplishment. Assessment should be aligned with instruction and use multiple methods to evaluate students' conceptual and procedural understanding.

Uploaded by

xinrongy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
20 views

Assessment in Mathematics Learning

The document discusses assessment in mathematics education. It defines formative and summative assessment and outlines the assessment cycle of planning, gathering evidence, interpreting evidence, and using results. The key purposes of assessment are to promote student growth, monitor progress, make instructional decisions, evaluate programs and student achievement, and recognize accomplishment. Assessment should be aligned with instruction and use multiple methods to evaluate students' conceptual and procedural understanding.

Uploaded by

xinrongy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
You are on page 1/ 11

Assessment

Assessment In
In
Mathematics
Mathematics
Understanding Assessment
• Assessment of learning (Summative)
• Assessment for learning (Formative)
• The assessment cycle

Planning Assessment
Setting clear goals

Using Results Gathering Evidence


Making decisions Employing multiple methods

Interpreting Evidence
Making inferences
Van de Walle (2005) p.66
The Assessment
Standards
• Mathematics
– Focus on Content and Process Standards in conjunction with curriculum outcomes
• Learning
– Assessment should inform instruction and promote student learning
• Equity
– High standards and high expectations with focus on finding out what students do
know not what they don’t know
• Openness
– Establish clear expectations and criteria and ensure all stakeholders are aware
of assessment processes
• Inferences
– What does the data tell me and how will I use it for future plans
• Coherence
– Assessment is aligned with instruction, there is a balance of assessment methods
that emphasize conceptual and procedural understanding
Four purposes of Assessment
Promote
Growth

Monitoring
student
progress
Making
Modify Evaluating Purposes of instructional Improve
Program programs decisions Instruction
Assessment

Evaluating
student
achievement

Recognize
Accomplishment
Van de Walle (2005) p.68
Assessment and
Instruction
• Assessment and instruction need to
be properly aligned
• Good learning tasks are good
assessment tasks
• Assessment should be integrated
• Evidence is used to inform future
instructional tasks
Levels of questions
Level 1: Knowledge and Procedures
• Remembrance could be simple recall
(defining a term, recognizing an example,
stating a fact, stating a property)
• Questions within one representation
(performing an algorithm, completing a
picture)
• Reading information from a graph.
Levels of questions
Level 2: Comprehension of Concepts and Procedures
• Makes connections between mathematical
representations of single concepts (creating a story
problem for an addition sentence, drawing a number
line picture to show the solution to a story problem,
stating a number sentence for a given display of
base ten blocks)
• Makes inferences, generalizations, or summarizes
( makes inferences from a graphical display, finds
and continues a pattern)
• Estimates and predicts
• Explanations
Levels of questions
Level 3: Problem Solving and
Application
• Multi-step, multi-concept, multi-task
• Non-routine problems
• Requires application of problem solving
strategies
• New and novel applications
Multiplication Example
• Level 1: Multiply 13 x 5.
• Level 2:What multiplication fact is shown by the picture
below?

• Draw a picture to show a way to find the solution to 13 x 5.


• Kevin wants to make treat bags for his birthday party. He
needs 8 bags and he wants to put 14 pieces of candy in each
bag. How many pieces of candy will he need to make the
treat bags?
Multiplication Example
• Level 3: The grade three class is making Valentine’s
treats for the whole school. They make heart-
shaped sugar cookies and round chocolate chip
cookies with red frosting. They want to make sure
they have one of each treat for each of the 114
students and 6 teachers in the school. They have
cookie sheets that will hold 5 rows of 4 heart-
shaped sugar cookies or 6 rows of 5 chocolate
chip cookies. How many pans of each cookie do
they need to make?
Some types of
Assessment
• Rubrics
• Observation
• Journals and writing
• Tests
• Portfolios
• Interviews

You might also like