scholarly journals Degree of Upper Basic Stage Mathematics Teachers’ Use of Alternative Assessment Strategies and Its Tools in Al-Mafraq Governorate and Their Attitudes Towards Them

2017 ◽  
Vol 9 (2) ◽  
pp. 96
Author(s):  
Awad Mufleh Shihab Alkhazam
Keyword(s):  
Mathematics Teachers ◽  
Alternative Assessment ◽  
Moderate Degree ◽  
Assessment Strategy ◽  
Math Teachers ◽  
Basic Stage ◽  
Performance Based Assessment ◽  
Pencil And Paper ◽  
Teachers Attitudes ◽  
Assessment Strategies

This study aims at identifying the degree of using alternative assessment strategies and its tools by the upper basic stage Math teachers in Mafraq Governorate and revealing their attitudes towards using these strategies. The sample of the study consisted of (180) Math teachers. The researcher adopted two questionnaire for collecting data; the first one consisted of (20) items including the alternative assessment and its tools while the other questionnaire consisted of (30) items addressing the Math teachers’ attitudes towards using the alternative assessment and its tools. The study came up with the following the results: Math teachers’ use of assessment strategies was moderate with a total mean (2.50) and Pencil and Paper strategy came first with a high degree followed respectively by observation strategy with moderate degree, performance based assessment strategy with moderate degree and reflection assessment strategy with low degree. Results also showed that the Math teachers’ use of alternative assessment strategies and its tools was moderate with a mean (2.74) and the teachers’ attitudes towards using these strategies were positive. The study recommended using alternative assessment strategies and its tools as one of the basic evaluative competencies of Mathematics teachers.

scholarly journals The Effect of Using Performance-based assessment Strategies to Tenth-Grade Students’ Achievement and Self-Efficacy in Jordan

2018 ◽  
Vol 13 (4) ◽  
pp. 489-500 ◽  
Author(s):  
Mohammad Ahmad Alkhateeb
Keyword(s):  
Self Efficacy ◽  
Alternative Assessment ◽  
Statistical Significance ◽  
Self Regulation ◽  
Assessment Tools ◽  
Performance Tasks ◽  
Assessment Strategy ◽  
Performance Based Assessment ◽  
Assessment Strategies ◽  
The Impact

The study aims at investigating ‘The Impact of Performance-based Assessment Strategies on Students’ Achievement and Self-Efficacy’ in Jordan. In order to achieve that goal, a performance-based assessment strategy has been applied to 72 students in Al-Zarqa city representing a sample of 35 students in which the performance-based assessment strategy was applied to evaluate students’ performance assignments, and 37 students who were evaluated in the more traditional manner. The study took 8 weeks, 5 hours per week. An academic final test and self-efficacy measure were applied after the completion of the study. The findings of the study have proved a statistical significance between the mathematical averages on the outcome test and the measure of overall self-efficacy and each of its dimensions in favour of the experimental group. Keywords: Performance-based assessment strategy, performance tasks, alternative assessment tools, self-regulation, social efficiency, academic efficiency

scholarly journals Mathematics Teachers’ Attitudes toward Low Achievers in Mathematics

2012 ◽  
Vol 6 (1) ◽  
pp. 133
Author(s):  
Ibrahim A. El-Shara ◽  
Adnan S. Al-Abed
Keyword(s):  
Mathematics Teachers ◽  
Low Achievers ◽  
Years Of Experience ◽  
Validity And Reliability ◽  
Male And Female ◽  
Math Teachers ◽  
The Mean ◽  
Teachers Attitudes ◽  
And Behavior ◽  
Academic Year

The present study aimed at identifying mathematics (math) teachers’ attitudes toward low achievers in mathematics, and the degree to which these attitudes are affected by their: sex, stage of school they teach in, years of experience, and their qualifications. For the purpose of the study, the Math Teachers’ Attitudes toward Low Achievers in Mathematics Scale (MTALAMS) was developed. The scale consisted of 30 items, distributed over 3 subscales: feelings, beliefs, and behavior. Validity and reliability of the scale were established. The sample of this study consisted of 217 male and female mathematics teachers in Amman, Jordan in the academic year 2011. The ratio weight of the total of the math teachers’ attitudes toward low achievers in mathematics was (62.3%). The results of the study revealed statistically significant differences in the mean scores of math teachers’ attitudes toward low achievers in mathematics attributed to their years of experience; but no significant differences attributable to the other variables of the study were recorded. A number of suggestions and recommendations were provided. 

Mathe Teachers´ Attitudes toward integrating Humor in Math Lessons

2019 ◽  
pp. 168-172
Author(s):  
Avikam Gazit
Keyword(s):  
Elementary Schools ◽  
Mathematics Teachers ◽  
Subject Matter ◽  
Creative Thinking ◽  
Math Anxiety ◽  
Important Conclusion ◽  
Math Teachers ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
Math Teacher

The purpose of this study was to examine the attitudes mathematics teachers toward integrating humor in math lessons. Mathematics and humor are not seen as consistent with each other. Mathematics is seen as a subject is difficult to understand and its subject matter is isolated without any humanistic elements. Integrating humor in math lessons may create a pleasant atmosphere and reduce math anxiety. Humor can increase motivation as well as promoting creative thinking. A sample of 25 math teachers, most of them from elementary schools, answered a questionnaire. An important conclusion to be drawn from the findings is the positive attitudes of the teachers regarding the integration of humor in math lessons. It recommended strengthen math teacher to integrate humor in their lessons.

scholarly journals The Student Conference: A Model of Authentic Assessment

2014 ◽  
Vol 4 (2) ◽  
pp. 36 ◽  
Author(s):  
Teresa L Larkin
Keyword(s):  
Learning Outcomes ◽  
Alternative Assessment ◽  
Assessment Tool ◽  
Oral Communication ◽  
Research Paper ◽  
Conference Paper ◽  
Global Marketplace ◽  
American University ◽  
Pencil And Paper ◽  
Assessment Strategies

In the global marketplace, the ability to communicate, both orally and in writing, is a skillset demanded by employers. Unfortunately, typical academic exercises that involve written and oral communication are often just that �?� academic exercises. To provide a more authentic and robust experience, a student conference activity has been developed for use in a second-level physics course entitled Physics for a New Millennium (PNM) at American University (AU). This activity involves writing a formal research paper using professional guidelines. In addition, students present their research paper during a class event modeled after an actual professional conference. A focus of this paper is to discuss the assessment strategies developed for the conference paper activity. A major goal of the assessment strategies designed for the conference paper and the associated presentation is to better capture (and then assess) what students are actually learning in the course. This paper will provide an overview of the student conference paper activity with emphasis on its value as an alternative assessment tool. To that end, a synopsis of how the conference paper activity has been designed will be shared. This synopsis will begin with a general discussion of assessment, assessment methods, and the �??language of assessment.�?� Following this synopsis a model of non-traditional assessment using the student conference paper will be highlighted. Subsequently a description of the course curriculum and the specific structure for the writing activity will be outlined as they relate to the learning outcomes for the course. Shadowing the presentation of the course-specific learning outcomes, a description of the strategies used to uncover student learning will be shared. These strategies provide an opportunity for multiple assessment �??snapshots�?� to be made throughout various phases of the learning process. To illustrate these snapshots, examples from actual student work will be presented and discussed. The assessment strategies developed for the student conference paper can be used as an alternative, or as a supplement, to more traditional pencil and paper examinations, quizzes, and homework assignments. Whether used as a stand-alone assessment tool or coupled with more traditional measures, the model presented here can provide an enhanced and more authentic way to capture what students are actually learning while the learning is taking place.

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