Assessment in Mathematics Education

MPPM 1223
 What is:-
Measurement
Testing
Evaluation
Assessment
and how do we differentiate between
them?
What is Measurement?
 Measurement
Measurements a procedure for assigning
numbers (usually called scores) to a specified
attributes or characteristics of persons in such
a manner as to maintain the real world
relationships among the persons with regard
to the attribute being measured.
Measurement
Measurements procedure:

Identify the person to

measure
Identify the characteristics of
the person to be measured
Specify procedure to be used
to assign the number to the
characteristics
 Measurement
Measurement - gathering information
through a variety of measurement tools
measurement of such tests, questionnaires,
etc.
The goal - to get the data that can be used as
a basis for evaluation.
 Measurement
Nominal scales are used for labeling variables, without
any quantitative value. Nominal scales could simply be
called labels.
Ordinal scale is the order of the values is whats
important and significant, but the differences between
each one is not really known.
Interval scales are numeric scales in which we know not
only the order, but also the exact differences between
the values. They dont have a true zero.
Ratio scales tell us about the order, they tell us the exact
value between units, and they also have an absolute
zerowhich allows for a wide range of both descriptive
and inferential statistics to be applied.
Measurement
 Measurement
What is the scale of measurement, which
are used in schools?
What is Testing?
 Testing
Testing a systematic procedure for observing
and describing one or more characteristics of
a person with the aid of either a numerical
scale (quantitative) or a category (qualitative).
All types of testing is a form of assessment.
(Nitko, 1983; Kizlik, 2009).
 Testing
A systematic procedure to measure the part of
all aspects of an individual's behavior.
Involves the use of measurement tools.
Test - a systematic tool to determine the level
of performance or achievement of a student
in a particular field.
 What types of test do you know?
Which type of test do you usually use in a
classroom?
 Testing
Diagnostic Tests
These tests are used o diagnose how much you know and what
you know. They can help a teacher know what needs to be
reviewed or reinforced in class. They also enable the student to
identify areas of weakness.
Placement Tests
These tests are used to place students in the appropriate class or
level. For example, in language schools, placement tests are
used to check a students language level through grammar,
vocabulary, reading comprehension, writing, and speaking
questions. After establishing the students level, the student is
placed in the appropriate class to suit his/her needs.
 Testing
Achievement Tests
Achievement or progress tests measure the students
improvement in relation to their syllabus. These tests only
contain items which the students have been taught in class.
Proficiency Tests
These tests check learner levels in relation to general standards.
They provide a broad picture of knowledge and ability. In English
language learning, examples are the TOEFL and IELTS, which are
mandatory for foreign-language speakers seeking admission to
English-speaking universities.
 Testing
What are types of tests are carried out in
schools in the education system in Malaysia?
What is Evaluation?
 Evaluation
Evaluation the value or worth of someone
or something is to be judged. When we
evaluate, what we are doing is engaging in
some process that is designed to provide
information that will help us make a judgment
about a given situation.
(Nitko, 1983; Kizlik, 2009).
 Evaluation
Evaluation aims to judge student learning and
understanding of the material for purposes of
grading and reporting. Evaluation is feedback
from the instructor to the student about the
students learning.
Evaluation focuses on grades
 Evaluation
Evaluation - Interpreting the results to
determine student progress in learning.
Evaluation - before a teacher wants to
evaluate, he/she must first measure.
What is Assessment?
 Assessment
Assessment a process by which information
is obtained relative to some known objective
or goal (Kizlik, 2009).
Assessment - the process of documenting,
usually in measurable terms, knowledge,
skills, attitudes and beliefs.
 Assessment
Assessment the process of gathering and
discussing information from multiple and
diverse sources in order to develop a deep
understanding of what students know,
understand, and can do with their knowledge
as a result of their educational experiences;
the process culminates when assessment
results are used to improve subsequent
learning
 Assessment
Assessment the systematic collection,
review, and use of information about
educational programs undertaken for the
purpose of improving student learning and
development
 Assessment
Pentaksiran Berasaskan Sekolah (PBS) ialah
pentaksiran yang bersifat holistik, iaitu menilai
aspek kognitif (intelek), afektif (emosi dan rohani)
dan psikomotor (jasmani) selaras dengan Falsafah
Pendidikan Kebangsaan dan Kurikulum Standard
Sekolah Rendah (KSSR).
Pentaksiran Berasaskan Sekolah terdiri daripada
komponen berikut, iaitu Pentaksiran Sekolah,
Pentaksiran Pusat, Pentaksiran Aktiviti Jasmani,
Sukan dan Kokurikulum dan Pentaksiran
Psikometrik.
 Assessment
Dimensions of Difference Assessment Evaluation
Timing Formative Summative
Focus of Measurement Process-Oriented Product-Oriented
Relationship between Reflective Prescriptive
administrator and
recipient
Findings, uses thereof Diagnostic Judgemental
 Assessment
We measure test scores using testing, we
assess learning, and we evaluate results in
terms of some set of criteria (Kilzik, 2009).
Assessment is carried out in every step.
Assessment is best viewed as a process of
obtaining information on which to base
educational decisions (Linn & Miller, 2005).
Assessment
Assessment

Evaluation

Testing

Measurement
Why a teacher has to perform
measurement, testing,
evaluation and assessment?
 Assessment
1. Give students some incentive to continue to
work harder
2. As a feedback to the students performance
3. As a feedback to the teachers performance
4. As a response to the parents
5. To make decision for future learning tasks
6. Grading & certification
7. Streaming
 Classroom Assessment
The main purpose of classroom instruction is
to help students achieve a set of intended
learning goal.
We need to know if the desired changes has
happened.
When classroom instruction is viewed as the
above, assessment becomes an important of
the teaching-learning process.
 Classroom Assessment
The intended learning outcomes are
established by the instructional goals.
The desired changes in students are brought
about by the planned learning activities.
The students learning progress is periodically
assessed by tests and other assessment
devices.
How do we assess
our students?

Base on what?
 Assessment
NATIONAL PHILOSOPHY OF EDUCATION
Education in Malaysia is an on-going effort towards
developing the potential of individuals in a holistic and
integrated manner, so as to produce individuals who are
intellectually, spiritually, emotionally and physically
balanced and harmonious based on a firm belief in and
devotion to God. Such an effort is designed to produce
Malaysian citizens who are knowledgeable and competent,
who possess high moral standards and who are responsible
and capable of achieving a high level of personal well being
as well as being able to contribute to the harmony and
betterment of the family, society and the nation at large.
 Assessment
RASIONAL PENDIDIKAN MATEMATIK SEKOLAH
Matematik merupakan wadah terbaik untuk mengembangkan
profisiensi intelektual individu dalam membuat penaakulan logik,
visualisasi ruang, analisis dan pemikiran abstrak. Murid
mengembangkan kemahiran numerasi, penaakulan, cara berfikir dan
menyelesaikan masalah melalui pembelajaran dan aplikasi
matematik. Pembelajaran Matematik menyediakan peluang untuk
murid melaksanakan tugasan kreatif dan mengalami keseronokan
dan teruja apabila mengetahui sesuatu yang baru. Pengalaman
sedemikian meningkatkan minat dan menjadi daya penggerak murid
mempelajari matematik di luar bilik darjah dan di peringkat
pengajian yang lebih tinggi.
 Assessment
MATLAMAT KSSR
Matlamat Kurikulum Standard Sekolah Rendah bagi mata
pelajaran Matematik adalah untuk membina pemahaman
murid tentang konsep nombor, kemahiran asas dalam
pengiraan, memahami idea matematik yang mudah dan
berketrampilan mengaplikasikan pengetahuan serta kemahiran
matematik secara berkesan dan bertanggungjawab dalam
kehidupan seharian.
 Assessment
KERANGKA KURIKULUM KEBANGSAAN
 Maths Assessment
Aims
The mathematics (Form 4 & 5) curriculum for secondary schools aims to
develop individuals who are able to think mathematically, and apply
mathematical knowledge effectively and responsibly in solving problems
and making decisions; and face the challenges in everyday life brought
about by the advancement of science and technology.
The Additional Mathematics (Form 4 & 5) curriculum for secondary
schools aims to develop pupils with in-depth mathematical knowledge
and ability, so that they are able to use mathematics responsibly and
effectively in communications and problem solving, and are prepared to
pursue further studies and embark on science and technology related
careers.
 Maths Assessment
Subject Objectives
The mathematics curriculum for the secondary school enables pupils to:
1. understand definitions, concepts, laws, principles, and theorems related to
Number, Shape and Space, and Relationship;
2. widen the use of basic operations of addition, subtraction, multiplication and
division related to Number, Shape and Space, and Relationship;
3. acquire basic mathematical skills such as:
making estimation and rounding; measuring and constructing;
collecting and handling data; using algorithm and relationship;
representing and interpreting data;
recognising and representing relationship mathematically;
solving problems; and making decisions.
 Maths Assessment
Subject Objectives (cont)
4. communicate mathematically;
5. apply knowledge and skills of mathematics in solving problems and
making decisions;
6. relate mathematics with other areas of knowledge;
7. use suitable technologies in concept building, acquiring skills, solving
problems and exploring the field of mathematics;
8. acquire mathematical knowledge and develop skills effectively and use
them responsibly;
9. inculcate a positive attitude towards mathematics; and
10. appreciate the importance and beauty of mathematics.
 PISA Mathematics Assessment
Mathematical content :
used to solve the problems,
organised by four overarching ideas (quantity, space and shape, change
and relationships, &uncertainty) .
Mathematical processes/competencies:
Mathematical/cognitive processes that students apply as they attempt
to solve problems.
questions are organised in terms of competency clusters (Connection,
reproduction, reflection)defining the type of thinking skill needed
(Thinking and reasoning, Argumentation, Communication, Modelling,
Problem posing and solving, Representation, Using symbolic, formal and
technical language and operations.
Situations/context:
in which the problems are located
5 situations: personal, educational, occupational, public & scientific.
Components of mathematics domain
 TIMSS 2011 Mathematics Framework
is organized around two dimensions
a content dimension
specifying the domains or subject matter to be assessed
within mathematics (number, algebra, geometry, and
data and chance)
Has several topic areas
Each topic area is presented as a list of objectives
a cognitive dimension
specifying the domains or thinking processes to be
assessed (knowing, applying, and reasoning)
The cognitive domains describe the sets of behaviors
expected of students as they engage with the
mathematics content.