ASSESSMENT EVALUATION IN MATHEMATICS

Module 1- Activity 1
1. When we talk about assessment, we are referring to a sort of classroom study that provides
important input for improving teaching and learning. Assessment of the student's learning is
referred to as feedback from the student to the instructor. For instance, a teacher gives a
formative type of assessment like weekly quizzes.
Evaluation employs procedures and measures to assess student learning and comprehension of
information for the goals of grading and reporting. The instructor provides feedback to the
student on the student's learning through evaluation. A teacher, for example, reviews an activity
such as an essay to assign a grade to it.
Furthermore, measurement refers to the process of assigning a numerical value to a particular
assessment. The procedure of calculating this number is distinct from using it to assess student
outcomes and achievement. A test is a tool or activity that collects data on a person's ability to
accomplish a specific task. The quantity of skill or information obtained is determined via
testing.
2. Assessment of Learning is intended to provide evidence of achievement to parents, other
educators, students, and, on occasion. For example, a teacher may administer summative
assessments to students to assess their comprehension of a topic. Assessment for Learning occurs
during the learning process, frequently multiple times, rather than at the end. Students know
exactly what they are going to learn, what is expected of them, and they are given comments and
recommendations on how to better their work. For example, oral examinations. On the other
hand, Assessment as Learning encourages students to reflect on their work frequently, usually
through self and peer assessment, and to decide (sometimes with the assistance of the teacher,
especially in the early stages) what their next learning will be.
3. Internal assessment refers to what you perform as part of your schoolwork, such as essays,
group projects, quizzes, and so on. External assessment refers to the examination, which is
normally taken after your lectures and workshops have concluded.

Activity 2
Scenario:
Lesson 2
Activity 1
TRADITIONAL ASSESSMENT
ADVANTAGES Traditional assessment It evaluates a student's
requires teachers to spend learning by asking accurate
time teaching students how to questions based on the
 manage tests, including
procedures for picking correct
responses from a list of
possible choices.
DISADVANTAGES Teacher can only make
questions one at a time, with
no need to use long-term
critical reasoning skills. They
also miss out on opportunities
to demonstrate the reasoning
abilities of students despite a
lack of information about the
topic matter of a question.
syllabus. Exams and
assessments are administered
using pen and paper. The
responses to each question
correspond to a specific
subject and do not fluctuate
based on public opinion; so,
the evaluation by the teachers
is likewise simple and
straightforward.
Traditional assessment does
not include talks, classroom
projects, or other programs
that show students material
and transfer knowledge that
teachers may subsequently
watch and quantify.

ALTERNATIVE ASSESSMENT
ADVANTAGES Alternative assessment Alternative assessment
allows educators to methods enable students to
concentrate on critical use their skills and
reasoning abilities, which information in a situation
students will naturally more similar to problem
apply to long-form test solving and knowledge
questions. application in most
occupations or daily chores.
DISADVANTAGES The rating procedure can be Process can be costly for
more subjective than a the students most especially
regular exam. for their time, effort,
equipment, and materials.

Activity 2
WHAT IS
TRADITIONAL- It is a straightforward procedure that generally employs a pen and paper or
computer-based examination method that consists of a similar pattern of questions.
ALTERNATIVE- This is an evaluation approach that assesses a student's level of proficiency in
a subject rather than the student's level of knowledge. The overall purpose of alternative
assessment is to give students the opportunity to demonstrate their knowledge and perform
activities.
TOOLS/ METHODS
- computer-based examination method which such as Multiple Choice, true and false or
matching items.
- project work, research and experimentation.
ADVANTAGE TOWARDS TEACHING MATHEMATICS
- Traditional exams do not necessitate the use of additional tools, making them very cost
effective. The operation can be completed using just a pen and paper.
- It assesses a student's problem-solving abilities and aids in the application of knowledge
in the actual world.
DISADVANTAGE TOWARDS TEACHING MATHEMATICS
- It limits a student's potential while allowing for outside-the-box thinking.
- More efforts necessitate more time. As a result, this procedure is quite
time-consuming.
EXAMPLE ACTIVITY
- Multiple Choice Tests
- Journal Reflections

B. The children in Mrs. Manulat's classroom are paying attention to the topic that she discussed
in front of them. After discussing all of the topics, she decided to give her student a pen and
paper because she would be conducting a multiple-choice quiz. Following the quiz, she
instructed her students to write a journal reflection on what they had gained that day.
Self-Assessment
1. Traditional Assessment is a time-honored form of evaluation that has been used for many
years. It is a straightforward procedure that generally employs a pen and paper or computer-
based examination method that consists of a comparable pattern of questions such as Multiple
Choice, or matching items. Authentic assessments, as the name implies, are a more practical and
experimental method to evaluation. It requires students to participate in a variety of exercises
that demand them to use their analytical, reasoning, and logical thinking skills.
2. Authentic assessments assist students in synthesizing what they've learned and applying it to
their personal experiences. They don't have to memorize facts for an exam, so they can be
creative in demonstrating what they've learned. When developing authentic tasks, instructors
must keep in mind that there is no one correct method to do them. They should approach it with
the same resourcefulness that they expect their students to apply to their work.
3. The traits developed in authentic assessment are thinking and reasoning, settings,
mathematical tools, and attitudes and dispositions. These traits can also be developed in
traditional assessments. However, the purpose of authentic assessment is to improve the learning
process and assist students in gaining knowledge while completing tasks that are relevant to their
"real-world" experiences. Students work on the authentic assessment over time, as opposed to
taking an exam, and they are not limited to filling in bubbles on scannable test papers to
demonstrate what they know.
4. In mathematics, math Word Problems are regarded as an important part of the curriculum
since they improve the student's mental skills, build logical analysis, and stimulate creative
thinking. Using authentic assessment will help students to analyze complex problems in
mathematics. The ability to solve arithmetic word problems makes a significant difference in
one's career and life.
LESSON 3
Activity 1
Testing Reform: As a future teacher, I plan to employ performance assessment as a testing
reform because it analyzes abilities such as the ability to integrate material from several
disciplines, participate to group work, and develop a plan of action when faced with a new
circumstance. Performance assessment can also be used to determine whether kids are fulfilling
the higher standards set by states for all students.
Mathematics Topic:

Activity 2
1. It must provide us with multiple indicators of the learning of the individual in the cognitive
and conative dimensions that affect learning.
Importance: The cognitive dimensions include substantive knowledge, how that knowledge is
organised, and how that knowledge is used to process information. Students' interest in and
persistence on assignments, as well as their ideas about their capacity to perform, should be
addressed by the conative aspects.
Possible outcome:  Students may not apply the knowledge in a meaningful way
2. It must be relevant, meaningful, and realistic.
Importance: It must be related to pure and applied activities that are significant to students and
allow them to reflect, organize, model, depict, and argue within and beyond mathematical fields.
Possible outcome: It will not test students' skills and knowledge in realistic situations.
3. It must be accompanied by scoring and scaling procedures that are constructed in ways
appropriate to the assessment tasks
Importance: Scoring is best for assessing vast volumes of student data, such as when individual
states need to review their educational systems, whereas assessment provides teachers with a
beneficial tool for monitoring students' individual progress in their classes.
Possible outcome: It will not help the students to improve.
4. It must be evaluated in terms of whether it improves instruction, is aligned with the NCTM
Standards, and provides information on what the student knows
Importance: Assessments can be conceived, developed, and used for a variety of objectives, two
of which are particularly pertinent to this report: accountability and instruction
Possible outcome: It won’t provide student comprehension throughout the learning process 
5. It must consider racial or ethnic, and cultural biases, gender issues, and aptitude biases
Importance: Each of us is unique in our own way. We all have different learning abilities, and a
meta-analysis study found that males outperform females on problem-solving mathematics tests.
Females outperform males in computation, and there is no substantial gender difference in math
concept understanding.
Possible outcome: Students will not engaged in collaboration or teamwork.
6. . It must be an integral part of the classroom.
Importance: Assessment is a necessary component of the teaching and learning process. Its goal
is to inform students about their learning progress and teachers on how to alter the curriculum
and instruction to respond effectively to students' learning requirements.
Possible outcome: Students will not have greater opportunity for reflection and self-assessment.
7. . It must consider ways to differentiate between individual and group measures of growth and
to provide for ways of assessing individual growth within a group activity.
Importance: It is appropriate to assign the same work to all students for this purpose. The way
students handle this activity without any guidance from their teacher can be very telling.
Possible outcome: They will never have the opportunity to reduce test anxiety in students and
help build content mastery.

Self-Assessment
1. Conceptual Understanding
Importance: Students who have conceptual comprehension are aware of more than just isolated
facts and procedures. They grasp why a mathematical concept is significant and what
circumstances it is useful in.
Integrated Principle: It must be relevant, meaningful, and realistic.
2.
Importance:
Integrated Principle:
3.
Importance:
Integrated Principle:
4.
Importance:
Integrated Principle: