I’m Useless at Maths! How Can We Overcome this Mindset with Student Primary Teachers through the Use of e-Assessment?
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Presentation given by Sheila Henderson (University of Dundee) at eAssessment Scotland 2010
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I’m Useless at Maths! How Can We Overcome this Mindset with Student Primary Teachers through the Use of e-Assessment?
- 1. Student Examples Ted wins £3.68 short of one million pounds on the lottery. How much does Ted win?
- 3. Student Examples How many hours and minutes is it from 8.35am one day to 1am the following day?
- 4. Student Examples Divide 238 by 8
- 5. I’m useless at maths! How e-assessment can be used to raise competence and confidence in student primary teachers? Sheila Henderson University of Dundee School of Education
- 14. 2. Online Maths Assessment (OMA)
Editor's Notes
- Minimum entry requirement is Standard Grade Credit or Intermediate 2 Mathematics. Dundee has approximately 16 applicants for every place offered on BEd course. Poor performance in numeracy test can result in no offer of a place. Peer tutoring has been set up with PGDEP students and is planned for BEd once the pilot with PGDEP is evaluated.
- 5-14 current curriculum structure – level F the highest – below Standard Grade/Int 2 content. Assessment piloted with Education colleagues and 180 Professional Graduate Diploma in Education Primary students. The research was to be based on the results of this group but the pilot indicated some technical issues which needed to be resolved. The current cohort of PGDEP students have been surveyed and assessed but data has not yet been analysed. When a question is answered incorrectly structured feedback is offered in the hope that subsequent attempts are successful.
- Paradox that the higher the qualification the less likely to perform well Several students attempted the assessment throughout the semester and raised their scores from well below 65% to well over 80%. The only student to possess Advanced Higher Maths did not score the highest in the assessment. 5 students scored 96% (the highest score) – 4 with Standard Grade/ Int2 and 1 with Higher. Of the sample 80 students the ratio of those with Standard Grade/Int 2 to those with Higher is 2:1 yet within this 5 students ratio is 4:1.