Designing rubrics to assess mathematical understanding
Prof Kim Beswick , University of Tasmania, Australia
Abstract: If we value mathematical understanding and thinking then it is important
that the assessments we use convey this message. Assessment tasks must enable students
to demonstrate their thinking and understanding, and the ways in which performance
is described needs to provide information that allows students to improve their
understanding and thinking and point teachers to ways in which their subsequent
teaching can facilitate the development of student’ thinking and understanding.
Participants will consider assessment tasks and students’ responses to them and
consider how rubrics might be developed that achieve these goals.
Characteristics of good mathematics test items
Prof Berinderjeet Kaur , National Institute of Education, Singapore
Abstract: Assessment is critical to the teaching and learning process. Therefore
instructional leaders must be able to select and also write good test items. Three
key characteristics shape these items. In this workshop participants will work with
good mathematics test items and draw their characteristics. Next they will apply
their learning and write mathematics test items, for given mathematical content,
which would be critiqued by the participants of the workshop.
Assessment for learning: using open-ended tasks in the lower primary mathematics
lessons
Dr Joseph Yeo Kai Kow , National Institute of Education, Singapore
Abstract: Based on the Primary Education Review and Implementation (PERI) recommendation,
primary schools are encouraged to move away from an overly strong emphasis on examinations
and explore the use of bit-sized forms of assessment which place more emphasis on
learning rather than on grades alone. Open-ended tasks provide such form of assessment
where emphasis is on pupils’ mathematical thinking, reasoning and problem-solving
processes as well as communication skills. The workshop will discuss the rationale
for introducing open-ended tasks in the classroom and illustrate some examples of
solving open-ended tasks. This workshop will also assist lower primary mathematics
teachers to examine the techniques and processes of solving open-ended tasks or
problems for their P1 and P2 pupils. Teachers will also be given the opportunities
to assess samples of pupils’ open-ended task solutions. Target Audience: P1 and
P2 teachers.
Assessment of performance in primary mathematics lessons
Dr Eric Chan Chun Ming , National Institute of Education, Singapore
Abstract: Recent developments in primary mathematics education emphasize the need
for teachers to use a repertoire of pedagogies to engage pupils in learning mathematics.
The use of performance tasks as activity-based learning makes for highly interactive
lessons. This workshop will take primary mathematics teachers through several performance
tasks with the aim of helping them to be familiar with performance tasks and eliciting
the mathematics embedded in the tasks through the engagement. Teachers will learn
how to make use of rubrics to assess responses and provide feedback as a developmental
approach to enhance student learning.
Assessment in Indonesian realistic mathematics education for primary pupils
Dr Zulkardi & Dr Ratu Ilma , Sriwijaya University, Palembang, South Sumatra, Indonesia
Abstract: During the workshop we are going to share our experience in doing mathematics
especially the assessment part or Indonesian Realistic Mathematics Education (PMRI).
First, example of tasks or problems that were designed using PMRI principles will
be provided. Then, participants will be guided to solve such problems either individually
or in a group. Then, of course, the various solutions of a given problem will be
discussed in order to find the best solution. At the end, participants will also
have experience how to design their own assessment items using PMRI principles in
the Singapore context.
Designing formative assessments in mathematics lessons
Ms Chua Kwee Gek , Singapore
Abstract: In the first part of the workshop some assessment tools for formative
assessment will be explored. During the second part of the workshop, participants
will have the opportunities to sample some examples from different mathematics topics
and experience crafting some assessment items for their class use.
Audience: Upper Primary Teachers
Performance assessment in primary mathematics
Dr Koay Phong Lee, National Institute of Education, Singapore
Abstract: The common paper and pencil assessments in mathematics focus more on the product than the processes. The test items do not assess cognitive skills that are at the higher levels of Bloom’s taxonomy, e.g., analysis, synthesis & evaluation. Very often, pupils know how to arrive at the answer but they do not necessarily understand why. Hence, it is difficult for teachers to ascertain the different levels of understanding the mathematical concepts & skills attained by their pupils and to assess the mathematical processes listed in the curriculum framework, processes such as reasoning, communication and connections, thinking skills & heuristics. In this workshop, we will examine how performance assessment can be used to assess understanding and process skills in primary mathematics.
ASSESSMENT. WHAT’S NEXT?
Michelle Choo , Singapore
Abstract: What an encouraging sign to see educators and teachers getting passionate about the subject of designing good alternative assessment tasks and crafting meaningful rubrics. In all this eagerness to assess our students, have we found time to reflect upon what these assessment results really mean? How can we help our students recognize what they can do, what their strengths are and help them set attainable goals?
In this workshop, teachers will get an opportunity to delve into the different types of mathematical errors and misconceptions that children make. We will also explore how we can help our students build upon their prior knowledge and move on from wherever they are and thus developing their mathematical beliefs and values through constructive feedback sessions. We will be exploring what such feedback sessions may look like.