chapter 5; Gathering In-depth Information of Students’ Performance in

8/2/2019 chapter 5; Gathering In-depth Information of Students Performance in

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Prepared By: Farah Binti Hambali

Nurul Aniza Binti Rosli


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Japanese Context Students academic ability :

should not be measured by the quantity of knowledgeacquired

Should rather be assessed by whether or not they haveacquired zest of living (such as the ability to learn andthink independently)

Ministry of Education, Culture, Sports,

Science and Technology

1998


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Improvement of evaluation method is expected to

contribute to the development of a childs will to learnand ability to think, judge and express.

In Japanese School System, students learning in eachsubject area is evaluated from 4 different viewpoints:

1. Interest2. Eagerness

3. Attitudes

4. Knowledge and understanding of subject matter


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In mathematics, 4 categories for assessing studentsperformance are use to evaluate academic achievementof students:

1. Interest in, eagerness for , and attitudes towardmathematics.

2. Mathematical ways of viewing and thinking.

3. Ability of representing and processing mathematicalobject.

4. Mathematical knowledge and understanding.


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Inclusion of Others in a Written

Assessment Task: Toward Gathering In-depth Data of Students Learning


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Assessment:

The process of gathering evidence about a studentsknowledge of, ability to use and disposition towardmathematics and making inferences from that evidencefor variety of purposes.

4 interrelated phases:1. Plan the assessment

2. Gather evidence

3.Interpret evidence

4. Use the results


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How we can Gather rich evidence about a

Students Knowledge of, Ability to Use, andDisposition Toward Mathematics to Inform

Instruction in Classroom?


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By invite students to pen their:

Thoughts

Ideas

Feelings

Inclusion of others often appears. For example, write aletter and help friends.

Authors believes the use of a context in which studentshave to answer or teach something to others in

written task can be a powerful technique for thepurpose.

others can mean a friend, younger child and even ateacher.


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Case study 1:Helping your Friend with Division


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162 students from 5th and 6th grade.

The task:

One of your best friends, Tanaka, asks you to help himwith division. He shows you some division questionsthat he has done. They look like this:


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1. First check Tanakas answer. If an answer is correct, tickit. If not, write the correct answer underneath it.

2. Create a very hard question which you think Tanakamight be able to answer correctly. Show how he might

work out the answer.

3. Write down two questions which you think Tanaka might

get wrong. Give the answer Tanaka might give to thequestions and show the correct answers.

4. What would you show or tell Tanaka to help him when heis doing division questions?

5. Some of Tanakas answers to the problems at the top ofthe page are rather vague. Use one of his answers toexplain this to him.


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Results:

1. 88.9% could identify the correct and incorrect solutions.However 5 students who identified the wrong answers wrotethe wrong answers to the problems.

2. Many students could create a questions and answer it correctly.

3. Less than 60% could create examples.

4. Some of the comments are:

Dont miss the zero Lets look back a whole answer when you finish the problem.

5. Strategies proposed by students in categories1. Pointing out the missing zero

2. Explain the correct procedure

3. Checking by multiplying the answer by the number they havedivided.

4. Estimation(students used a round number for estimating theanswer)


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Discussion The existence of strategic skills can be assessed

through a task that required students to explain.

Even the students who identified the wrong answercorrectly gave their own wrong answers.

Modes of students explanations of the tasks werequite varied. The comments by students covered a

broad range of descriptions.


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Case study 2:

Sharing Your Idea with YoungerStudent


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64 eighth grade students from a public junior high school..

The task:

Version A:You are planning a soccer tournament involving eight teams.

How many games will be played in the tournament, if eachteam play each other team once? Please describe the answer

and how to work out it out.

Version B:

Kenta, a fifth grade student, has been put in charge oforganizing a soccer tournament, involving eight teams.

However, he has been perplexed with how to find the totalgames, when each team play each other team once. Please tell

him the total of games and how to work it out.


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Results:

Students responses were examined with respect to three

distinct aspects:a) The solution are correct or not: Students who worked on version B were more successful in solving

the task.

b) Types of solution procedures:

1. Drawing picture/diagram2. Systematic counting

3. Making a table

4. Identifying possible pairs

5. No explanation

c) Modes of explanations: Visual only

Combination of visual and verbal

Verbal only

Not provided


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DiscussionVersion B make students work on the task more

carefully than version A did

The percentage of students who provided verbal

explanations for version B was much higher thanthose for version A.

Majority of the students who worked on Version Bdescribed their solutions both visually and verbally

while a third of students who worked on Version Aprovided only a visual or a verbal explanation.

Explaining to younger child make the students todescribe their solution in teaching mode.


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1. Probing students understanding by showing anunfamiliar method

2. Characterizing students disposition by showingalternative solutions methods

3. Exploring students understanding lies behind knowing how


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ConclusionAssessment serves many function in our educational

system, but previous forms of assessment focusedalmost exclusively on testing skills and knowledge in

isolation. New form of assessment will be needed to assist

teachers to promote these goals and to integrateassessment more closely into day-to-day teaching.

The use of a context in which the students have toshare something with others in written task can be apowerful technique for the purpose.

chapter 5; Gathering In-depth Information of Students’ Performance in

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