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Effective Learning (Irfan Rusmar)

Effective Learning (Irfan Rusmar)

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Published by Ipan Ivanov
Designing Assessment to Conduct effective learning mathematics
Designing Assessment to Conduct effective learning mathematics

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Published by: Ipan Ivanov on Feb 11, 2011
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03/31/2011

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EXE 733/E 700 Assessing LearningEFFECTIVE ASSESSMENT FOR LEARNING MATHEMATICS IN GRADE 6
8(FRACTIONS, DECIMALS AND PERCENTS)ByIrfan 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, thecrucial criterion of effective teaching is effective and successful learning. We also know that there aresome characteristics and methods that present a theoretical framework that explain to teachers andother educational practitioners, how to influence their students to learn efficiently. However, someteachers 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, mostteachers tend to use assessment only as the way to determine grading for students and arrange areporting system for their parents. In contrast, quiz-creator (2009) states that, we as the teachers needto 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 andassessment 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, decimalsand percents in grade 6
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8.Therefore, specifically, this paper will describe the methods to conduct the effective assessment forlearning mathematics in grade 6
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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 andidentifies 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 educationalexperiences (cited in Flamming, 2009). According to the explanations above, as teachers, we identifyassessment 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 doit appropriately. Mutch and Brown (2002) divided the purpose of assessment into three differentsections:1.
 
Students Learninga)
 
To provide feedback to improve students capability in learningb)
 
As a medium to motivate studentsc)
 
To diagnosis students strength and weaknesses2.
 
Certification
 
To determine pass/fail of a student, by including grade and reports.3.
 
Quality Assurancea)
 
To provide feedback for both students and teachersb)
 
To improve teachingc)
 
To monitor the development of students(Mutch & Brown, 2002)This is similar to The New Zealand curriculum explanation about the purpose of assessment, whichstates
the primary purpose of assessment is to improve students’ learning as both
teachers and studentsrespond 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 pointof 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 effectivelearning process, and a technique to enhance deep understanding of students, in order to develop theirthinking in the teaching and learning process.

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