This document discusses various approaches to assessing learning in mathematics. It begins by outlining the dimensions of mathematics learning assessment, including concepts and procedures, mathematical reasoning, disposition towards math, and using math knowledge to solve problems. It then discusses characteristics of assessment in a learning-centered approach and emerging trends like self-assessment, peer assessment, assessment through assignments, and participation in activities. Finally, it discusses principles of assessment in math learning and the nature of assessing math learning.

1. APPROACHES TO
ASSESSMENT OF
LEARNING MATHEMATICS
DEBABRATA GIRI
TEACHER EDUCATOR
DIET ,MAYURBHANJ

2. POINTS TO BE DISCUSSED (504-Block-3)UNIT-10
1. Nature of Assessment of Mathematics Learning
 Dimensions of Math Learning Assessment
 Characteristics of Assessment in Learning Centered Approach
2. Emerging Trends in Assessment
 Self Assessment
 Peer Assessmen
 Assessment through Assignments
 Participation in Different Activities
 Continuous and Comprehensive Assessment (CCA)

3. What Assessment is ?
 Is it same with “Evaluation”
 Lets have a look

4. Assessment n Evaluation
(various sources, but especially Dan Apple 1998)
Reflective: Internally
Defined Criteria/Goals
Prescriptive:External-ly
Imposed Standards
Diagnostic: Identify Areas
for Improvement
Judgmental: Arrive at an
Overall Grade/Score
Flexible: Adjust As
Problems Are Clarified
Fixed: To Reward Success,
Punish Failure
Absolute: Strive for Ideal
Outcomes
Comparative: Divide Better
from Worse
Coöperative: Learn from
Each Other
Competitive: Beat Each
Other Out

5. The word ‘assess’ comes from the Latin verb ‘assidere’
meaning ‘to sit with’.
In assessment one is supposed to sit with the learner. This
implies it is something we do ‘with’ and ‘for’ students and not
‘to’ students (Green, 1999).
What is Assessment

6. Assessment in education is the process of gathering,
interpreting, recording, and using information about
pupils’ responses to an educational task. (Harlen, Gipps,
Broadfoot, Nuttal,1992)
Why assess students?
• To gather evidence of student learning
• To inform instruction
• To motivate students and increase student
achievement

7. Simplified Instructional Model
Identify Instructional Goals
Preassess Learners’ Need
Provide Relevant Instruction
1-Monitor Learning Progress
2-Diagnose Learning Difficulties
Assess the Intended Outcomes
Improvement of
Learning and
Instruction
Marking and
Reporting to the
Parents
Use of Results for other
School Purposes

8. Types of Assessment
• Assessment FOR Learning
– Formative Assessment
– Informs students and teachers
• Assessment AS Learning
– Student’s Metacognition
• Assessment OF Learning
– Summative/Final/Official Assessment
– Evaluation of students by teachers

9. If we think of our children as plants …
Summative assessment of the plants is the process of
simply measuring them. It might be interesting to
compare and analyze measurements but, in themselves,
these do not affect the growth of the plants.
Formative assessment, on the other hand, is the
equivalent of feeding and watering the plants
appropriate to their needs - directly affecting their
growth.
The Garden Analogy

10. Teachers, students and parents are
the primary users
Teachers, principals, supervisors, program
planners, and policy makers are the
primary users
During learning After learning
Used to provide information on what
and how to improve achievement
Used to certify student competence
Used by teachers to identify and
respond to student needs
Used to rank and sort students
Purpose: improve learning Purpose: document achievement of
standards
Primary motivator: belief that success
is achievable
Primary motivator: threat of punishment,
promise of reward
Continuous Periodic
Examples: peer assessment, using
rubrics with students, descriptive
feedback
Examples: final exams, placement tests,
state assessments, unit tests

11. PRINCIPLE OF ASSESSMENT IN MATH. LEARNING
 CONTENT PRINCIPLE
 LEARNING PRINCIPLE
 PRINCIPLE OF EQUITY

12. NATURE OF ASSESSMENT OF MATH. LEARNING
 APPROPRIATE TO SEQUENTIAL
 EXPERIENTIAL AND CONTEXTUAL
 CONCRETE TO ABSTRACT
 ORALITY TO PERFORMANCE - ACTIVITY TO WRITTEN

13. DIMENSIONS OF ASSESSMENT OF MATH.
LEARNING
1. CONCEPTS AND PROCEDURES
 NUMBERS
 NUMBER OPERATIONS
 FRACTIONS
 SPACE AND SPATIAL THINKING
 PROBLEM SOLVING
 DATA HANDLING
 BASIC ALGEBRIC PROCESS
 SIMPLE EQUATION
 ……..

14. Contd.
2.MATHEMATICAL REASONING
 INDUCTIVE
 DEDUCTIVE
3.DISPOSITION TOWARDS MATHEMATICS
4.USING MATH.KNOWLEDGE TO SOLVE
PROBLEMS
5.COMMUNICATION

15. SCHOLASTIC /CURRICULAR
1.CONTENT AREA
 WRITTEN TEST
 ORAL TEST
 ASSIGNMENTS

16. OTHER CURRICULAR AREA
 AE
 HE
 WE
 INTEREST AND ATTITUDE
 CREATIVITY
 RECREATIONAL ACTIVITIES

17. SOCIO PERSONAL QUALITIES(SPQ)
 EXACTNESS
 PRECISE EXPRESSION
 LOGICAL APPROACH
 CLEANLINESS
 PUNCTUALITY
 RESPONSIBILITY
 HONESTY
 ……..

18. CHARACTERISTICS OF ASSESSMENT IN
LEARNING – CENTERED APPROACH
 TO ASSESS THE PROCESS AND TECHNIQUES OF LEARNING RATHER THAN PRODUCT
 ASSESSMENT IS DONE WHILE THE LEARNER IS ENGAGED IN LEARNING PROCESS NOT AT THE END OF UNIT
 COOPERATIVE,COLLABORATIVE,PORTFOLIO METHODS OF ASSESSMENT ARE PREFERED
 FLEXIBILITY IN TERMS OF TIMING AND PLACE (LACK OF FEAR )

19. EMERGING TRENDS IN ASSESSMENT
 SELF ASSESSMENT
 PEER ASSESSMENT
 ASSIGNMENTS
 PARTICIPATION IN DIFFERENT ACTIVITIES

20. SELF ASSESSMENT
TECHNIQUES OF SELF ASSESSMENT IN MATH.
 SCUTINY
 COMPARISION
 SELF ANALYSIS
 REFLECTION

21. PEER ASSESSMENT
ASSESSMENT TASK PERFORMED BY PEERS
 Open, candid and trustworthy
 Enhances effective sharing and communication
 Develops a range of thinking skills

22. ASSESSMENT THROUGH ASSIGNMENTS
 Projects in mathematics
 Development of models for teaching and learning mathematics concepts.
 Preparation of graphs and figures based on some local data
 Framing of non-textual and real life problems on the mathematical concepts
taught
 Solving given problems using more than one method of solution.
 Developing decorative designs using common geometrical figures

23. PARTICIPATION IN DIFFERENT ACTIVITIES

24. The test of a good teacher is not how many questions he
can ask his pupils that they will answer readily, but how
many questions he inspires them to ask him which he finds it
hard to answer.
Alice Wellington Rollins