EXE 733/E 700 Assessing Learning

EFFECTIVE ASSESSMENT FOR LEARNING MATHEMATICS IN GRADE 6 – 8

(FRACTIONS, DECIMALS AND PERCENTS)

By

Irfan Rusmar
211076913

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 EFFECTIVE ASSESSMENT FOR LEARNING MATHEMATICS IN GRADE 6 – 8

(FRACTIONS, DECIMALS AND PERCENTS)

Introduction

As a teacher, the paramount aim of teaching is to construct the effective students learning. Thus, the
crucial criterion of effective teaching is effective and successful learning. We also know that there are
some characteristics and methods that present a theoretical framework that explain to teachers and
other educational practitioners, how to influence their students to learn efficiently. However, some
teachers are not significantly aware on the methods of assessment (how to assess students learning),
which can affect to the way students obtain any lesson, especially in mathematics. In addition, most
teachers tend to use assessment only as the way to determine grading for students and arrange a
reporting system for their parents. In contrast, quiz-creator (2009) states that, we as the teachers need
to conduct the mathematics test more effective than only grading and reporting, as a way to keep
students far away from the term of “learning mathematics is a nightmare”, and also help the students to
make an essential progress in mathematics.

Hence, the following paragraph of this paper, will describe the theoretical ideas and critical issues of
assessment, generally. Then, this paper will focus on the relationship between effective learning and
assessment itself, based on the use of learning theories, tasks and questions, appropriately. Moreover,
the context will specifically focus on mathematical concepts, especially in the topic of fractions, decimals
and percents in grade 6 – 8.

Therefore, specifically, this paper will describe the methods to conduct the effective assessment for
learning mathematics in grade 6 – 8.

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Assessment

Defining assessment

Assessment is one of the essential parts of learning, because it takes a control of the measurement and
identifies the level of students understanding in the classroom, as a feedback for teachers. Freed (2000),
states that, assessment is the process of assembling and discussing information from various and diverse
sources in order to develop a full of meaning understanding of students’ knowledge, to make them
understand and implement their understanding in assessment, as a result of their educational
experiences (cited in Flamming, 2009). According to the explanations above, as teachers, we identify
assessment as an important part of teaching and learning process.

Assessment also has several purposes in the implementation, with the aims to guide the teachers to do
it appropriately. Mutch and Brown (2002) divided the purpose of assessment into three different
sections:

1. Students Learning
a) To provide feedback to improve students capability in learning
b) As a medium to motivate students
c) To diagnosis students strength and weaknesses
2. Certification
 To determine pass/fail of a student, by including grade and reports.
3. Quality Assurance
a) To provide feedback for both students and teachers
b) To improve teaching
c) To monitor the development of students

(Mutch & Brown, 2002)

This is similar to The New Zealand curriculum explanation about the purpose of assessment, which
states the primary purpose of assessment is to improve students’ learning as both teachers and students
respond to the information provided. Therefore, most educational practitioners, such as Hubber (2011),
Mutch & Brown (2002), Freed (2000) and other internet websites, see assessment as an important point
of learning, and believe it could be useful if we can arrange the process effectively.

With respect to all points above, assessment can be defined as a method of promoting an effective
learning process, and a technique to enhance deep understanding of students, in order to develop their
thinking in the teaching and learning process.

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Effective assessment

As mentioned above, the teaching and learning process tends to be effective by conducting the
meaningful assessment, especially in mathematics. The reason is that because in mathematics subject,
the terms of tests would be as an essential point in teaching and learning process. This is similar with
Herman's (n.d) explanation that says the assessment is significantly important in learning mathematics,
because the focus is not only on testing students at the end of the lesson (end of the semester), to
determine the level of students mastery, but it also has to be conducted during the lesson. The purpose
is to provide information for teachers, to monitoring the ongoing lesson and the way of students learn.

Furthermore, assessment also have to be constructed carefully, to ensure that the outcomes are tested
using the methods and techniques required (Kahn & Kyle, 2002). Therefore, specifically, Gronlund (2003)
reveals 8 guidelines as principles and characteristics to recognize an assessment is said to be effective.
According to Gronlund, effective assessment:

a. Requires a clear perception of learning outcomes

b. Requires a variety of procedures be used
c. Involves that the relevance instructional of the method be considered
d. Requires a sufficient model of students performance
e. Requires a fair procedures for every students
f. Requires a specifications of judging criteria for students performance
g. Requires feedback to students
h. Must be supported by comprehensive grading and reporting system

On the other sides, Hubber (2011) also states 4 key concepts of assessment. In his explanations, Hubber
reveals that assessment created by a teacher is tend to be effective if it will correlate with those 4 key
concepts of assessment. This means that, an assessment is not only as an ordinary test that consist of
the number of questions that given to students by a teacher, but it is also as a complex process, which is
can improve the students’ understanding.
According to Hubber (2011), the 4 key concepts that associated with assessment are validity and
reliability, Norm- & Criterion- referenced assessment, Diagnostic, Formative & Summative assessment
and Objective & Subjective assessment.

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 Validity and Reliability of Assessment

Validity defined as the appropriateness and meaningfulness of the relevance concept with the lesson
that the teachers taught. On the other hand, Reliability refers to the consistency of the assessment
result (Hubber, 2011).

 Norm- & Criterion- referenced assessment

Norm-referenced assessment is assessment arranged to organize the differences of achievement

between and among students, with the aims to produce a consistent level of students across a
continuum of achievement from high achievers to low achievers (Hubber, 2011). Based on this
explanation, Norm-referenced assessment might be considered for the interpretation in the selection
and classification decision. In contrast, Criterion-referenced assessment seeks to measure students’
achievement against the range of criteria predetermined learning outcomes. This means that, this
assessment does not focus on the classification, but on the importance of instructional uses of the
assessment results. Moreover, according to Kahn & Kyle (2002), this assessment measures absolute
achievement against the minimum competence level of the lesson, as Freeman and Lewis point out:
“The emphasis in CRA is on identifying what the students have achieved and have yet to achieve it…
(Freeman & Lewis, 1998; Beevers and Peterson, n.d).

 Diagnostic assessment

Diagnostic assessment is the assessment that occurs in the beginning of the teaching and learning
process. This assessment provides teachers with an understanding of students’ prior knowledge and
skills, brought into the unit of the lesson (gecdsb website, n.d).

 Formative & Summative assessment

According to Galbraith (cited in Grimison & Pegg, 2001), formative assessment is the assessment that
occurs during the learning process, to observe error patterns and performance level of students.
Meanwhile, summative assessment is the assessment that occurs at the finale of learning, with the aims
to record the performance of students as a guide to make some reports and ranking.

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 Objective & Subjective assessment

Objective test is constructed to give reliable marking for students, and scoring is not necessary needed
in this assessment. Meanwhile, subjective requires a scorer to exercise judgment in marking items
(Hubber, 2011).

In addition, Moon (1993 cited in Stix, 1997) states another points of effective assessment, namely
rubrics. He explains that, rubrics can be effective in assessing students’ work in mathematics learning. A
rubric makes a teacher may assess their students more easily and effectively. Here is a brief explanation
about rubrics, in the following paragraph.

 Rubrics

“A rubric is a scoring tool that lists the criteria for a piece of work, or "what counts" (for
example, purpose, organization, details, voice, and mechanics are often what count in a piece of
writing) (Goodrich, 1997)”.

Rubrics are useful for teachers and students because of many reasons. First, they are the powerful tools,
for teachers to teach and assess their students during the teaching and learning process. Moreover,
rubrics can improve students’ performance by monitoring it, and appearing clear characteristics of what
will be assessed. Lastly, rubrics enable clear communication between students and teachers about
assessment requirements (Learning and Teaching Centre, Macquarie University).

With respect to all points above, in my opinion, to conduct an effective assessment, we need to deal
with the Hubber’s perception and based on Gronlund principles, that said assessment is not only giving
several questions to students, but also as a tool to measure the level of students’ understanding in
learning a lesson. Therefore, those kinds of associated assessments are needed to construct an effective
learning in the teaching and learning process. However, it depends on the methods of teachers, to
conduct the assessment.

Effective Learning Mathematics

What makes for effective learning and teaching in mathematics? We only need to think about the
concerns that have been commonly raised in recent years, to realize this question is extremely
important. This is similarly to the investigation that was conducted by Australian government in 2004.

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The investigation was based on some factors that related to the teachers because the investigator
assumption was the problems come from the teachers. The main findings about factors that influence
the effectiveness of learning mathematics from this study were:

1. Teaching practice

2. Teacher knowledge, educational background, mathematical content and pedagogy; and

3. It is related to the strength of professional community in the school's mathematics departments.

(Ingvarson et al, 2004)

As can be seen, most of the findings are closely related to the teachers. It is because of the main sector
of the teaching and learning process is the teacher. This means, the effectiveness of teaching and
learning process is extremely dependable on the capability of teachers in conducting the lessons. Hence,
as teachers we need to know the principles of the effective teaching and learning.

There are 5 principles of effective learning (education.qld.gov.au). According to the sites, effective
learning and teaching:

 Founded on an understanding of the learner.

 Required active construction of meaning.

 Enhances and is enhanced by a supportive and challenging environment.

 Enhanced through worthwhile learning partnerships.

 Shapes and responds to social and cultural contexts.

Based on 5 principles above, we can see that the effective teaching and learning related to the way to
make students to have a deep understanding by giving a supportive and challenging environment, with
the purpose to encourage them, to construct the meaning of the lesson actively. Moreover, the website
also states that, the effective teaching and learning will be essential, if it takes action into social and
cultural complex of learning. As Pollak said that, “…basically in the use of mathematics you have to
formulate problems from outside of math as well as solving them after you succeeded in formulating
them” (Pollak, n.d: 111). Furthermore, this statement reinforces the philosophy of social constructivism
from Ernest (1999 cited in Surianto, 2009) that explains the view of mathematics is not absolute and
identifies mathematics as a result of problem solving and problem posing by someone.

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Social Constructivist Theory

Social theory is the universal theory about the social world, social action and relationship between
structures and actors. In social theory, constructivists emphasize the social construction of reality
(Jackson, 2006). In mathematics, the social constructivism theory is extremely valuable to be
implemented, as a way for students to improve their deep understanding and to construct their own
meaning about mathematics. As we know, from the ancient Chinese falsify Confucius (Cashman et al
390; Amy, n.d) states that, if students just hear, they would be easy to forget, and if they see it, they will
remember, but if they do, they will master it.
Based on the explanation above, I conclude that, the constructivism requires teachers to conduct
several active teaching and learning process to encourage several ideas from their students; enabling
students to construct their own ideas about the lesson. The teachers also required to scaffold their
students and promote Zone Proximal Development (ZPD) for their students. As Vygotsky states,
“the distance between a child's actual developmental level as determined by independent
problem solving and the Zone of Proximal Development higher level of potential development as
determined through problem solving under adult guidance or in collaboration with more capable
peers” (Vygotsky cited in O’Malley, n.d).

Therefore, to construct an effective learning, it might be essential to arrange the learning process in line
with social constructivism and based on the principles of effective learning. The reason is because we do
not want the learning process that is conducted out of the lines of the effectiveness.

Effective assessment in learning mathematics

In terms of mathematics, assessment refers to the identification and appraisal of students’ knowledge,
insight performance, skills, achievement and capability in mathematics (Niss, 1998 cited in Pegg, 2002:
228). Hence, the questions that given by the teachers to students are more expected to have the
relationship between mathematics and the social or everyday life of students. This means that, tests or
assessments inside mathematics lesson tend to based on problems that are more familiar to students. In
addition, the mathematics assessments are likely to encourage students’ understanding by asking them
to explore their performance in solving the problems.

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Furthermore, the students are not expected to do their assessment alone. This means that, working
group assessments supposed to be implemented to improve students' communication skills by sharing
their experiences among others. As Galbraith (n.d) says, in secondary-level students, the stimulating
project assessment type experiences need to be continued and developed. In my opinion, this type of
assessment is extremely beneficial, because it can improve students’ skills in construction any idea, to
compose several decision that seems to be important with the situation, involving a range mathematical
problems.

With respect to all points above, effective assessment seems to be extremely crucial in teaching and
learning mathematics. It stimulates students to elaborate their knowledge to understand the lesson
effectively.

Designing Assessment

In this paper, the topic that I choose is Fractions, Decimals and Percents. Here, I would like to design a
sample of assignment that I believe can be effective for learning mathematics. The reason for this choice
is based on students’ misconception in learning Fractions, Decimals and Percents. This is reinforced in
Earnweb websites, “At the lower secondary level, students’ common misconception about fraction,
percent and decimal” (www.earnweb.com). According to this website, I conclude that, many students in
lower secondary level difficulty understanding the concept of the topic. Here, the example of students’
misconceptions in Fractions, Decimals and Percents (picture 1).

(Hubber, 2011)

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Furthermore, in designing this assessment, I use performance tasks, open-ended & problem solving
questions based on social constructivism and constructivism theories and also assess it by using scoring
and rubrics performance of students. An example of a rubric can be found in the appendix. A rubric is an
explicit set of criteria for assessing the students’ works and performance (TLT Website, retrieved on 24th
January 2011). The reason to use a rubric for this assessment task is because, they usually also include
levels of potential achievement of students, and this is very suitable for performance tasks assessment.

The reason to use performance tasks is because, according to Mifflin (2007), in doing performance tasks
assessment students are supposed to be involved actively to solve any problems that come from
mathematics lessons.

When Assessment Conducted?

In my opinion, assessment tends to be effective, if we conduct it in three different times of learning.

Hence, this assessment will be conducted at three different stages of the lesson:

 Beginning: Diagnostics Assessment (by using performance tasks, that do not require higher
order thinking question and are not to be examined).

 Ongoing lesson: Performance-based assessment (encourage HOTS, based on problems or open-

ended question, essay (explaining the answer by using their own mathematical thinking)
(outcomes looked by using rubrics).

 At the end of the topics of the lesson (mid semester or end of semester) Test (short answer,
problem-based question with more than answer possibilities).

It is necessary to use diagnostic assessment at the beginning of a lesson to assess students’ knowledge
and place them in the right place for learning the topics of any lesson. As Bohlman and Fletcher
explanation, that states, the main goal of diagnostic assessment is that students should be accurately
placed in categories according to potential risk. (Bohlmann & Fletcher, 2008: 559).

Moreover, for the use of formative assessment, I personally agree with Aydeniz’s explanations about
formative assessment, that states formative assessment strategies are powerful for improving the
quality of students' learning and the effectiveness of instruction, therefore, they must be widely used by
classroom teachers (Aydeniz; Abdi, 2005: 428)

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Finally, for the assessment at the end of the topics or lessons, it is likely based on the principles of
effective assessment above. One of the principles explains that the reporting system and grading is
important to show how effective assessment is.

Conclusion
Finally, in order to conduct an effective teaching and learning mathematics process, teachers are
required to give more attention to the method of assessment. With respect to all points above, it is
evident that, assessment plays an important role in learning mathematics. All kinds of assessment,
including diagnostic, formative and summative assessment are essential to the teaching and learning
process. Paying more attention to the appropriate learning theories, tasks and questions also play an
important part. Therefore, I conclude that in conducting assessments, teachers are required to be more
concerned and careful, with the aims to conduct an effective teaching and learning process.

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Reference

Anonymous (n.d). Using Assessment Rubrics. [Online]. Teaching and Learning Centre Macquarie
University. Sydney. Retrieved on 25th January 2011 in
http://www.mq.edu.au/ltc/about_lt/assess_docs/use_ass_rubrics.pdf

Abdi, S.W. (2005). Formative Assessment: Improving Learning in Secondary Classrooms Author: Center
for Educational Research and Innovation [CERI] [Online]. Retrieved on 17th January 2011 in
http://researchpro.deakin.edu.au:50080/ebsco-
web/ehost/pdfviewer/pdfviewer?hid=17&sid=052bcc9e-8947-49c1-a414-
66c2992c8f81%40sessionmgr15&vid=2

Beevers, C. Peterson, J. (n.d). Assessment in Mathematics. Effective Learning & Teaching in Mathematics
and Its Application, by Kahn, P & Kyle, J. [Online]. No. 4. Pp. 52. 2002. British Library Cataloguing
in Publication Data. Kogan Page Limited. London. Stylus Publising. USA. Retrieved on 22nd
January 2010 in
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ssment+in+mathematics&ots=JGjQpqD5o7&sig=hZSGyeEWwpjsLNmhXDspHHydNEA#v=onepag
e&q=assessment%20in%20mathematics&f=false

Bohlman, C.A. Fletcher, L. (2008). Diagnostic assessment for mathematics in a Distance learning
context. [Online]. Retrieved on 17th January 2011 in
http://researchpro.deakin.edu.au:50080/ebsco-
web/ehost/pdfviewer/pdfviewer?hid=17&sid=917975a6-026e-4009-9a23-
5b234a7a4b1b%40sessionmgr11&vid=2

Earnweb Website. Retrieved on 20th January 2011 in

http://www.ernweb.com/public/Students_common_misconceptions_about_fractions.cfm

Fleming, M. (2009), Lecturer in Higher Education, Academic Development Unit: Teaching and Learning
Centre. TLC, UNE, last modified July, 2009

Galbraith, P. (2001). Assessment in Mathematics: Purposes and Traditions. Cited in Grimison, L. & Pegg,
J.(2001). Teaching Secondary School Mathematics: Theory into Practice. Nelson Thompson
Learning. Australia.

Galbraith, P. (n.d). Assessment and Evaluation: Overview. [Online]. Cited in Modelling and Applications
in Mathematics Education: The 14th ICMI study. Retrieved on 22nd January 2011 in
http://www.springerlink.com.ezproxy-f.deakin.edu.au/content/g7x1j281443q5gw5/fulltext.pdf

Goodrich, H. (1997). Teaching for Students Performance: Understanding Rubrics. Educational

Leadership. Vol. 54. No. 4. January 1997.

Gronlund, N. (2003). Assessment of Students Achievement (7th ed.). Boston: Pearson Education

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Herman, T. (n.d). Assessmen dalam Pembelajaran Matematika [Online]. Jurusan Pendidikan Matematika
Gunadarma. Retrieved on 20th January 2011 in http://file.upi.edu/Direktori/D%20-
%20FPMIPA/JUR.%20PEND.%20MATEMATIKA/196210111991011%20-
%20TATANG%20HERMAN/Artikel/Artikel6.pdf

Hubber, P. (2011). Key Concepts Associated With Assessment. Power Point for Learning. 1 st November
2011. Deakin University Australia.

Ingvarson et al.(2004). INVESTIGATION OF EFFECTIVE MATHEMATICS TEACHING AND LEARNING IN

AUSTRALIAN SECONDARY SCHOOLS. [Online].Australian Government. Department of Science
and Training. ACER (Australian Council for Educational Research). Retrieved on 23rd January 2011
in http://www.dest.gov.au/NR/rdonlyres/EA543951-4D16-4E9A-A92D-
6F98A49C7879/1629/report_web.pdf

Mutch, A. Brown, G. (2002). Assessment Series No 2: A guide for Heads of Department [Online]. New
York: Learning and Teaching Support Network. Retrieved in
www.ltsn.ac.uk/genericcentre/projects/assessment

O’Malley, C. (n.d). Theories of Leaning. Power point at School of Psychology.

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by James M. Royer. 2003. Chapter 8: 228. Retreived on 20th January 2011 in
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sessment+in+mathematics&ots=Vnh3ZJ4YKP&sig=BOB-
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creator.com/blog/2009/09/make-effective-math-test/

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TLT Group website. Retrieved on 24th January 2011 in

http://www.tltgroup.org/resources/flashlight/rubrics.htm

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Appendix
Sample of questions

a. Diagnostic question

The purpose of this question is to find out, whether the students are able to achieve several key learning
that given by the teacher or not, such as:

 Applies estimation in working with quantities, measurement and problem solving.

 Extends number sense to include the relationship among fractions, percents and decimals.

Question Sample:

Why is not equal to ? Which one is the bigger one? Share your strategies to answer.

b. Formative question

This question is given by the teacher, to encourage deep understanding students in learning
mathematics. Through this question, students required to propose their oral, communication and
writing strategies in solving this problem.

Question Sample:

Which box of breads contains most energy, Fat and protein? You and your partner will examine the
content of the major name brand of breads and make a recommendation as to which brand have the
most energy, fat and protein per serving 72g. Which one is good for our consumption? Why? What
strategies do you choose and share your strategies by showing your works as fraction, decimals and
percents. Be sure you and your friends explain the relationship among fraction, decimal and percents.

You will be assessed on your ability to work collaboratively with a peer, your ability to apply estimation
strategies, your ability to solve problems, and your ability to understand the relationship among
fractions, decimals, and percents.

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Rubric
Novice Apprentice Practitioner Expert
Understanding Misses fundamental Understands some Solid Solid
concepts underlying major concepts, but understanding understanding
problem. misses others. of a major of a major
approach to the approach to the
problem. Major problem with
concepts indications of
are understood. alternative
approaches, or
with sufficient
details to show
ease in
understanding

Strategies, Does not know With assistance can A plan for Clear evidence
Reasoning & common strategies manage common solving the of plan for
Procedures or procedures for strategies or problem is solving
solving problem. procedures clearly problem and all
Reasoning is for solving problem. understood and strategies and
muddled or Reasoning shows a main procedures are
otherwise incorrect. possible approach procedures and clearly
Work cannot lead to strategies understood.
to a correct the problem. Work are in place. Errors are
solution. could lead to a Reasoning is minimal, if
correct essentially present.
solution, but is not correct, except Reasoning is
there yet for minor clear and correct
aspects. in details
as well as in
main aspects.

Communication Explanation is very Explanation shows Explanation is Explanation lays

sketchy and/or some of the steps clear and all out problem
shows confusion or undertaken. Needs major steps are solution
cannot be clarified. help present. clearly and
to give full Some details completely.
explanation. may be missed More than one
or some solution is
language may indicated, or
not detail of
be completely solution shows
precise. deep
understanding

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