CITY COLLEGE OF CALAMBA

Department of Teacher Education

Course Outline
SUBJECT TEACHER: MICHAEL L. MANGUBAT, LPT, MAEd CLUSTER: Mathematics
SUBJECT: Assessment and Evaluation in Mathematics YEAR AND SECTION: III-SEDM1

Week Topic
PRELIM
A. Evaluation and Assessment: Concepts and Principles
 Meaning of Assessment
1-3  Meaning of Evaluation
 Distinctions between Assessment and Evaluation
 In-Class Assessment Exercises
 Functions of Educational Evaluation
 Principles of Assessment
 Principles for Assessing Mathematics Learning

B. Assessing Problem Solving in the Mathematics Curriculum

 Problem Solving and Mathematics Curriculum
4 to 5  Mathematical Problem-Solving Model
 Mathematics Practical - A New Paradigm
 Mathematics Practical Worksheet
 Scoring Rubric
 Students‘ Responses and Assessment

MIDTERM
7-9 C. Assessing Conceptual Understanding in Mathematics with Concept
Mapping
 Concept Map and Concept Mapping
 Types of Concept Mapping Tasks
 Training on Concept Mapping
 Classroom Applications of Concept Map
 Assessment of Student-Constructed Concept Maps

D. Implementing Alternative Assessment in the Mathematics Classroom

 Using Alternative Assessment in Mathematics Classroom
 Alternative Assessment
 Assessment Practices in Mathematics Classroom Suggested Alternative
Assessment Practices

E. Using Journal Writing to Empower Learning

 Journal Writing and Assessment in Mathematics
 Journal Writing: A Literature Review
 Two Types of Journal Writing in the Mathematics Classroom
 Rubrics for Grading Journals
 Potential Pitfalls of Journal Writing in the classroom
10-11 F. Open-Ended Tasks and Assessments
 CITY COLLEGE OF CALAMBA
Department of Teacher Education
 Developing and Assessing Open-Ended Tasks and Problems in
Mathematics
 Open-Ended Mathematics Problems
 Strategies to Convert Closed Problems or Questions
 Using Open-ended Math problems in the Classroom
 Pros and Cons of Open-Ended Math Problems
FINALS
G. Common Errors in Mathematics Assessment Items
H. Affective Assessment in the Mathematics Classroom
13  Making Use of Affective Assessment as Supplementary Tool in Evaluating
Mathematics Learning
 Affective Development
 Some Reasons for Assessing Affective Outcomes
 Nature of Affective Assessment
 Techniques in affective assessment
14-15 I. Self-Assessment, and the Reflective Teaching and Learning in Mathematics
 Self-Assessment Strategy in Mathematics Classrooms
 What is Self-Assessment?
 Methods of Self-Assessment in Mathematics
 Exploratory Study in Self-Assessment

16-17 J. Large-scale and Classroom Assessment in Mathematics Education

 Interactions of Large-scale and Classroom
 Common Large-Scale Assessments
 Reform in Assessments
 Impact of Large-Scale Assessment on Classroom Assessment
 Significance of Large-Scale Assessment
 Positive Interaction Between Large-Scale
 Assessment and Classrooms
 Use of Assessment Results