Yan Zhang Diagnostic Interview

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  • 1. Yan Zhang EDCI 5372
  • 2. Literature Review  Purpose: provide assessors with students’ conceptual knowledge and reasoning during problem solving (Huinker, 1993)  Conflict in paper-and-pencil test:  students get the right answer, but have basic misunderstanding  students make computational errors, but reveal a better conceptual understanding of procedure (Labinowicz, 1987)
  • 3. Literature Review (cont.)  Advantages (Huinker, 1993) :  delve deeply into student’s thinking and reasoning  better determine their level of understanding  diagnose misconceptions and missing connections  assess their verbal ability to communicate mathematical knowledge
  • 4. Literature Review (cont.)  Questioning techniques (Ralph, 1999a, 1999b) :  preparing important questions ahead of time  delivering questions clearly and concisely  posing questions to children that stimulate thought  giving children enough time to think about and prepare an answer
  • 5. Literature Review (cont.)  Three different levels of questioning techniques (Moyer and Milewicz, 2002)  checklisting: jump from one question to another with little regard to student’s response  instructing rather than assessing: use leading questions that directed student’s response, or they disregard the strategy of questioning and attempt to teach the solution  use probing and follow-up questions: competent questions that specifically and consistently probe student’s answer
  • 6. Clinic Interview Reflection  Interviewee: a 7th Grade student  Purpose: assess student’s understanding of perimeter and area  Process:  describe perimeter and area in his own word  find the perimeter and area for two different rectangles  build a new rectangle with different perimeter/ area but same area/ perimeter  make judgment on a statement: the rectangle with large area also will have a large perimeter
  • 7. Clinic Interview Reflection (cont.)  Student’s strength:  confident of mental arithmetic skills  develop appropriate strategies for different problems  good understanding of perimeter and area  Student’s weakness:  lack of verbal ability to communicate mathematical knowledge  find factors  Using mathematical tools to work through problems
  • 8. Clinic Interview Reflection (cont.)  Self-reflection on design and process of the interview  I interrupted the student several times during the interview. When the student had difficulty to express himself, I did not give him enough time to think and tried to provide the answer.  The entire interview looks more like a teaching process instead of assessing. Although the student’s response indicated that his understanding was quite decent, it seemed that I leaded him to the right answer step by step.