Assessment in Mathematics Education

Suurtamm, Christine; Thompson, Denisse R.; Kim, Rae Young; Moreno, Leonora Díaz; Sayac, Nathalie; Schukajlow, Stanislaw; Silver, Edward A.; Ufer, Stefan; Vos, Pauline

doi:10.1007/978-3-319-32394-7_1

Cited by 13 publications

(11 citation statements)

References 52 publications

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“…This finding correlates with the results reported by Newton (2007). As to the third assessment classroom practice, teachers opted for having an assessment plan that is aligned with Math instructional outcomes.This is another finding that is similar to the research reports done by Suurtamm et al (2016), andBaird et al (2014).…”

Section: "Students" Progress"supporting

confidence: 93%

“…The third top ranked assessment practice is when students' results are indicative to their learning of the knowledge covered in class as previously found in studies by Suurtamm et al (2016) and Baird et al (2014).…”

Section: "Students" Progress"supporting

confidence: 58%

“…According to Suurtamm et al (2016), teachers and students need to know what is expected which implies that tasks need to align with patterns of instruction, tasks need to provide opportunities for students to engage in performance that will activate their knowledge and elicit appropriate evidence of learning.The assessment should represent what is important to know and to learn, and when feedback is provided it needs to contain enough information so that students can improve their knowledge and make forward progress.…”

Section: Students" Progressmentioning

confidence: 99%

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Students and Teachers‟ Perceptions on What Matters in A Primary School Math Class

Dekhinet¹,

Afari²

2021

JEHD

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This study investigates the perceptions of primary school students and their teachers on what practices are deemed important in learning and teaching Math respectively. For this, a survey was developed from Danielson's framework of teaching ( 2013). Four dimensions of teaching practices have been embraced namely: (1) learning environment, (2) students' role in class, (3) students' activities, and (4) students' progress. This study used descriptive methodology to answer the research questions. Data was gathered from 9 self-selected government schools. A total of 198 randomly selected students and 18 teacherscompleted the survey. Data analysis revealed that best practices for teachers in the four dimensions are most of the time in accordance with those identified by students.

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Section: "Students" Progress"supporting

confidence: 93%

Section: "Students" Progress"supporting

confidence: 58%

Section: Students" Progressmentioning

confidence: 99%

See 1 more Smart Citation

Students and Teachers‟ Perceptions on What Matters in A Primary School Math Class

Dekhinet¹,

Afari²

2021

JEHD

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“…In addition, assessment strategies are approaches used by teachers to evaluate learners' progress and create course content. Teachers conduct regular assessments to identify the next steps in their lessons [20] . They can provide specialized attention to learners progressing more slowly than others.…”

Section: Assessmentmentioning

confidence: 99%

“…The evolution of learning in the classroom and school depends on classroom assessment. It informs learners, parents, and guardians about their development [20,23] . Based on DepEd Order No.…”

Section: Assessmentmentioning

confidence: 99%

Enhancing Learners’ Performance in Grade 7 Mathematics Through 50-30-20 Exercise

Cerbito

2024

JCER

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Assessment exercises constitute a crucial component of the teaching and learning process, serving the purpose of gauging the degree to which learning objectives have been accomplished. This study aims to assess the mathematics performance of Grade 7 learners using the 50-30-20 exercise. Specifically, this study seeks to determine the learners’pre-test and post-test mean scores, identify significant differences between the pre-test and post-test results, evaluate learners’ exercises, and propose enhanced exercises. The research employs a quasi-experimental design, with 40 Grade 7 learners in the school year 2023–2024 as participants, selected through purposive non-random sampling. Statistical data analysis involves the use of mean, standard deviation, paired t-test, and Cohen’s D effect size. Ethical considerations were paramount, as evidenced by a letter of authorization from the school head outlining the strict adherence to voluntary participation, informed parental consent, anonymity, confidentiality, risk mitigation, results-sharing protocols, and the commitment to keeping research data confidential. The data yielded a remarkable outcome: the experimental group exhibited improvement in both the pre-test and post-test. This result substantiates the initial objective of the study, showcasing a noteworthy and favorable performance among the participants. Consequently, it suggests that a majority of the participants strongly agree that the 50-30-20 exercises contribute to enhancing their understanding and problem-solving skills, as well as their ability to grasp mathematical concepts and improve their overall performance in mathematics. Therefore, the 50-30-20 exercises not only facilitated students in understanding mathematics lessons but were also aligned with the Department of Education’s development plan.

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MATE-BOOSTER: Design of Tasks for Automatic Formative Assessment to Boost Mathematical Competence

Barana

Marchisio

Miori

2020

Communications in Computer and Information Science

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Assessment in Mathematics Education

Cited by 13 publications

References 52 publications

Students and Teachers‟ Perceptions on What Matters in A Primary School Math Class

Students and Teachers‟ Perceptions on What Matters in A Primary School Math Class

Enhancing Learners’ Performance in Grade 7 Mathematics Through 50-30-20 Exercise

MATE-BOOSTER: Design of Tasks for Automatic Formative Assessment to Boost Mathematical Competence

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