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1. 1 | P a g e
SME6034
Assessment in
Mathematics
Learning
INSTRUCTIONAL PLAN
Department of Mathematics
Faculty of Science and Mathematics
Sultan Idris Education University
SESSION 2016/2017
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INSTRUCTIONAL PLAN
Faculty : Faculty of Science and Mathematics
Department : Mathematics
Semester : 1
Session : 2016/2017
Course Name : Assessment in Mathematics Learning
Course Code : SME6034
Credit Hour : 4
Pre requisite : None
LECTURER’S INFORMATION:
Name : Dr. Mohd Faizal Nizam Lee Bin Abdullah
E-mail : faizalee@fsmt.upsi.edu.my
Telephone number: 01548797414 / 0126179815
Room number : 10 Third Floor Block 2 Sultan Azlan Shah Campus
COURSE SYNOPSIS:
This course examines the theories, processes and issues related to mathematics
assessment to enable students to have a critical perspective of the field. Development of
mathematics assessment tools and the interpretations of the evidence of learning
gathered will also be stressed. Both traditional and alternative assessment strategies
practiced in mathematics classroom will be covered including discussions on school-
based assessment.
RATIONALE OF THE COURSE:
This course enables students to develop mathematics assessment tools, to interpret
learning’s evidence, to analyse theories, processess and issues of mathematics
assessment, to carry out different types of mathematics assessment in the classroom
and to make judgement and decission based on the assessment result effectively.
Head of Department‘s Verification:
Date:
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LEARNING OUTCOMES:
1. Develop mathematics assessment tools. (C5)
2. Interpret the evidence of learning gathered. (C4)
3. Analyze the theories, processes and issues pertaining to mathematics assessment.
(C4,CT4)
4. Carry out traditional and alternative assessment strategies practiced in mathematics
classroom including school-based assessment. (P4)
5. Make judgment and decisions effectively. (A4, EM2)
TRANSFERABLE SKILLS:
Communication Skill, Teamwork, Critical Thinking, Problem Solving
REFERENCES:
Depka, E. (2007). Designing Assessment for Mathematics(2nd
ed.). Thousand Oaks:
Corwin Press.
Miller, M. D., Linn,R. L.,& Gronlund,N.E. (2009). Measurement and Assessment in
Teaching(10th
ed.). Upper Saddle River, N.J.: Merrill/Pearson.
Schwartz, J. L., & Kenney, J. M. (2008). Task and Rubrics for Balanced Mathematics
Assessment in Primary and Elementary Grades. Thousand Oaks, CA: Corwin
Press.
Lee, C. (2006). Language for learning mathematics assessment for learning in practice.
Maidenhead, England: Open University Press.
Oberdorf, C.,& Taylor-Cox,J.(2012).Using formative assessment to drive mathematics
instruction in grade 3-5. Larchmont, NY: Eye on Education.
Thomas, E. J.,& Brunsting,J.R. (2010). Styles and strategies for teaching middle school
mathematics 21 techniques for differentiating instruction and assessment.
Thousand Oaks: Corwin A Sage Company.
Tobey, C. R. ,& Minton ,L.(2011). Uncovering student thinking in mathematics, grades K-
5 25 formative assessment probes for the elementary classroom. Thousand
Oaks, Calif.: Corwin Press.
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METHODS OF SOFT SKILLS EMBEDDED:
STUDENT’s PERFORMANCE ASSESSMENT
Course work Percentage
Details LO %
Assignment 1 (Group) 1, 3, 5 20
Assingment 2 (Group) 3, 4, 5 20
Assignment 3 (Individual) 1, 2, 3, 5 20
Finalexam 2, 3, 5 40
Total 100%
Activity KOM BKMM PBPM KKBP KKU KKP EM
Assignment / / / / /
Lecture / / /
Presentation / /
Abbreviation Skills
KOM Communication Skill
BKMM Critical Thinking and Problem Solving Skills
PBPM Continuous Learning and Information Management
KKBP TeamWork Skills
KKU Entrepreneurial Skills
KKP Leadership Skill
EM Professional Ethics and Moral
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GRADING SCALE:
MARKS (POINTS INTERVAL) GRADE GPA/CGPA
80-100 A 4.00
75- 79 A- 3.75
70-74 B+ 3.45
65-69 B 3.00
60-64 C+ 2.75
59 dan ke bawah F 0.00
SOFT SKILS GRADING SCALE:
Rubrics as in Buku Kemahiran Insaniah/Soft skills
Scale
4 Excellent
3 Good
2 Moderate
1 Weak
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WEEK TEACHING SCHEDULE:
*Optional
Week Chapter/Topic Learning outcomes
At the end of each week, the
students should be able to:
Soft skills Learning &
Teaching
Activities
Assessment
1
Explain instructional plan and attendance
rules and requirements
Introduction to assessment in mathematics
learning.
state the purpose of conducting
assessment in mathematics learning.
KOM,
BKMM,
PBPM,
KKBP
Lecture,
group
discussion &
presentation
Presentation
2 – 4 Theories, processes and issues pertaining
to mathematics assessment.
analyse the theories, processes and
issues pertaining to mathematics
assessment.
KOM,
BKMM,
PBPM,
KKBP
Lecture,
group
discussion &
presentation
Assignment 1
Final Exam
*Abbreviation Activity Abbreviation Assessment
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5 – 6 Traditional assessment strategies
practiced in mathematics classroom.
carry out traditional assessment
strategies practiced in mathematics
classroom.
KOM,
BKMM,
PBPM,
KKBP
Lecture,
group
discussion &
presentation
Assignment 2
7 – 8 Alternative assessment strategies
including school-based assessment.
carry out alternative assessment
strategies including school-based
assessment.
KOM,
BKMM,
PBPM,
KKBP
Lecture,
group
discussion &
presentation
Assignment 2
9 – 12 Developing mathematics assessment
tools.
develop mathematics assessment tools
such as MCQ questions and esei
questions.
KOM,
BKMM,
PBPM,
KKBP
Lecture,
group
discussion &
presentation
Assignment 3
13 – 14 Interpreting the gathered evidence of
learning.
Interpret the evidence of learning
gathered.
KOM,
BKMM,
PBPM,
KKBP
Lecture,
group
discussion &
presentation
Assignment 3
Final Exam
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TUTORIAL/LAB/WORKSHOP PLAN
No Topic Learning Outcome Soft skill Learning
&Teaching
Activities
Assessment
1
Reminder:
1. Students are required to attend all meetings specified for a course in the form of lectures/tutorials/practicals, including t he compulsory
attendance (CA) determined by the Faculty(item 13.1 – Course Work Mode and item 14.1 – Mixed Mode)
2. Students who do not comply with the above regulations for any course without reasons acceptable to the Senate will not be allowed to sit for
the examination for that course. (item 13.2 – Course Work Mode and item 14.2 – Mixed Mode)
3. Students who do not fulfil 80% of attendance for lectures/tutorials/practicals will be barred from sitting for the examination. (item 13.3 – Course
Work Mode and item 14.3 – Mixed Mode)
4. Student who has to represent UPSI/State/Country in activity that is directed by the government or UPSI, is required to obtain a
recommendation letter from the Dean of Faculty and must be approved by the Institute of Graduate Studies.
