Case Studies on Mathematics Assessment Practices in Australian and Chinese Primary Schools

2006 ◽  
pp. 261-275 ◽  
Author(s):  
Da-Cheng Zhao ◽  
Joanne Mulligan ◽  
Michael Mitchelmore
Keyword(s):  
Case Studies ◽  
Primary Schools ◽  
Mathematics Assessment ◽  
Assessment Practices

scholarly journals Can multiple choice questions be successfully used as an assessment format in undergraduate mathematics?

Pythagoras ◽  
2009 ◽  
Vol 0 (69) ◽  
Author(s):  
Belinda Huntley ◽  
Johann Engelbrecht ◽  
Ansie Harding
Keyword(s):  
Alternative Assessment ◽  
Multiple Choice ◽  
Mathematics Assessment ◽  
Assessment Practices ◽  
Continuous Assessment ◽  
Multiple Choice Questions ◽  
Undergraduate Mathematics ◽  
Test Items ◽  
Mathematics Test ◽  
Assessment Format

In this study we propose a taxonomy for assessment in mathematics, which we call the assessment component taxonomy, to identify those components of mathematics that can be successfully assessed using alternative assessment formats. Based on the literature on assessment models and taxonomies in mathematics, this taxonomy consists of seven mathematics assessment components, hierarchically ordered by cognitive level, as well as the nature of the mathematical tasks associated with each component. Using a model that we developed earlier for measuring the quality of mathematics test items, we investigate which of the assessment components can be successfully assessed in the provided response question (PRQ) format, in particular multiple choice questions (MCQs), and which can be better assessed in the constructed response question (CRQ) format. The results of this study show that MCQs can be constructed to evaluate higher order levels of thinking and learning. The conclusion is that MCQs can be successfully used as an assessment format in undergraduate mathematics, more so in some assessment components than in others. The inclusion of the PRQ assessment format in all seven assessment components can reduce the large marking loads, associated with continuous assessment practices in undergraduate mathematics, without compromising the validity of the assessment.

scholarly journals All for one and one for all? Leadership approaches in complementary schools

2020 ◽  
pp. 174114322097128
Author(s):  
Linet Arthur ◽  
Ana Souza
Keyword(s):  
Instructional Leadership ◽  
School Leadership ◽  
Case Studies ◽  
Questionnaire Survey ◽  
Primary Schools ◽  
Small Primary ◽  
Using Data ◽  
The Uk ◽  
Leadership Approaches

This article explores the nature of leadership in Brazilian complementary schools in the UK. Such schools are typically parent-driven, voluntary and financially vulnerable. Using data from a questionnaire survey ( n=14; more than three-quarters of Brazilian complementary schools) and three in-depth case studies, leadership is examined in relation to five established approaches: directive, instructional, transformational, distributed and collaborative. The study found that the size of the school and the personality of the leader appeared to influence the type of leadership adopted. In terms of effectiveness, a combination of instructional leadership with an approach that motivated staff and volunteers (whether directive, collaborative or transformational, depending on the school’s circumstances) seemed most appropriate to the context of complementary schools. The research illustrates the complexity of school leadership and the overlap between different models. Leadership flexibility was important in responding to the needs of staff, students and parents. The findings are transferable to mainstream schools with contexts similar to those of complementary schools, particularly small primary schools and free schools.

scholarly journals Beliefs and Classroom Assessment Practices of English Teachers in Primary Schools in Thailand

2020 ◽  
Vol 13 (3) ◽  
pp. 137-156
Author(s):  
Arthitaya Narathakoon ◽  
◽  
Sutthirak Sapsirin ◽  
Pramarn Subphadoongchone ◽  
◽  
...  
Keyword(s):  
Primary Schools ◽  
Classroom Assessment ◽  
English Teachers ◽  
Assessment Practices

scholarly journals Using DELPHI TECHNIQUE IN META-EVALUATING THE MATHEMATICS ASSESSMENT PRACTICES OF MATHEMATICS EDUCATORS

2019 ◽  
Vol 5 (1) ◽  
pp. 33-44
Author(s):  
Mario Colega Oli
Keyword(s):  
Delphi Technique ◽  
Evaluation Criteria ◽  
The Philippines ◽  
Mathematics Assessment ◽  
State Universities ◽  
Assessment Practices ◽  
State University ◽  
Mathematics Educators ◽  
Technique Evaluation ◽  
The Impact

While assessment practices are very important into the students’ learning and development, the processes of assessment may follow a logical progression from the selection and development of classroom assessment to the communication of the assessment results. Teachers may have similar assessment practices but they vary on the processes in conducting the assessment. Through Delphi Technique, evaluation experts assessed the extent to which mathematics assessment practices satisfy meta-evaluation criteria of utility, feasibility, propriety, accuracy and accountability employed by Mathematics Educators of pre-professional mathematics teachers in some select State Universities in the Philippines. The assessment practices of the  Mathematics Educators were meta-evaluated with high ratings on utility,  feasibility, propriety, and accuracy, while only moderate in accountability. Assessments performed in the largest state university have better overall utility, accuracy and accountability with overall feasibility and propriety about the same level across the four state universities. Hence, the respondents should develop assessment strategies for students with different learning abilites, continuesly improve their technqiue in assessing students’ learning and have sound judgement not only through the students’ quantitative scores but the impact of feedback about their performance for future use.

scholarly journals Authentic Assessment to Enhance Student Learning in Primary School Physical Education

2004 ◽  
Vol 10 (2) ◽  
pp. 36-44
Author(s):  
Steven Kwang San TAN ◽  
Steven WRIGHT
Keyword(s):  
Physical Education ◽  
Primary Schools ◽  
Authentic Assessment ◽  
Reform Movement ◽  
Physical Education Teachers ◽  
Assessment Practices ◽  
Traditional Assessment ◽  
Learning Domains ◽  
Current Reform ◽  
Enhance Student Learning

LANGUAGE NOTE | Document text in English; abstract also in Chinese.There has been an effort to introduce the notion of authentic assessment to physical education teachers as part of the current reform movement within physical education. However, the marginalized status of physical education has not helped the move towards authentic assessment modes that authenticate both students' learning and achievement. Traditional assessment practices, when used in Singapore primary schools, are limited predominantly to measuring students' attributes such as physical fitness and sport and movement competency, and much less their cognitive and affective abilities. The problems of traditional assessment modes across different learning domains are discussed in this paper. A variety of authentic assessment options available to physical education teachers are also highlighted, together with some concerns and challenges with the implementation of these strategies effectively.向體育敎師介紹真實性評價的理念已成為體育學科目前正在進行的改革運動中的一項內容。然而，體育課的副課性阻礙了體育課向真實性評價模式的靠攏。新加坡小學一貫採用的傳統評估模式大多局限於測量學生的身體機能，例如體能和運動能力，而很少測量學生的認知和情感能力。本文對傳統評價模式在不同學習領域中存在的問題進行了討論。在著重介紹各種適用於體育敎學的真實性評價方法的同時，本文也提出了有效實施這些方法可能面臨的問題和挑戰。

scholarly journals ASSESSMENT IN PRIMARY SCHOOL MATHEMATICS EDUCATION IN BRAZIL

2020 ◽  
Vol 36 ◽  
Author(s):  
JUTTA CORNELIA REUWSAAT JUSTO ◽  
EDNEI LUÍS BECHER ◽  
MARJA VAN DEN HEUVEL-PANHUIZEN ◽  
MICHIEL VELDHUIS
Keyword(s):  
Mathematics Education ◽  
Primary School ◽  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
Research Question ◽  
Research Literature ◽  
Mathematics Assessment ◽  
Assessment Practices ◽  
Primary School Teachers ◽  
Teachers Beliefs

ABSTRACT: In this study, we aimed to gain further knowledge about Brazilian primary school teachers' assessment practices and beliefs in mathematics education. For this, we carried out an analysis of curriculum documents and reviewed recent research literature on assessment in Brazil, permitting us to answer the following research question: How are the mathematics assessment practices and teachers' beliefs, as revealed in recent research, and how are these related to the conceptualization of assessment in Brazilian mathematics curriculum documents? We found that teachers' assessment practices, as described in the reviewed research between 2010 and 2017, did, in general, not reflect the conceptualization of assessment in the curriculum documents. Furthermore, despite that the beliefs of most teachers on assessment reflected it to be a process to improve teaching and learning, their mathematics assessment practices did not favor assessment for learning. Still, they were mostly used as an instrument to determine students' classification. We recommend a public policy in which teachers are offered opportunities for professional development, focusing on formative assessment in mathematics education.

An Examination of ICT Planning Maturity in Schools

2003 ◽  
pp. 376-395
Author(s):  
Julie Mackey ◽  
Annette Mills
Keyword(s):  
New Zealand ◽  
Case Studies ◽  
Primary Schools ◽  
Teaching And Learning ◽  
School Administration ◽  
Educational Environment ◽  
Stage Model ◽  
Use Of Technology ◽  
Information And Communication ◽  
Insight Into

Information and communication technology (ICT) has the potential to revolutionize teaching and learning as well as school administration, yet little is known about the maturity of ICT planning in schools and the manner in which schools plan for the acquisition and use of these technologies in the educational environment. However, as school investments in ICT increase and they become more reliant on ICT, effective planning becomes more central to schools’ ability to maximize their use of technology. This research examines ICT planning in schools and proposes a four-stage model of the evolution of ICT planning maturity in schools. The model emerges from case studies conducted in eight New Zealand primary schools and provides insight into the nature of ICT planning in schools and the factors that contribute to planning maturity.

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