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|Additional Physical Format:||Print version:
ASSESSMENT IN THE MATHEMATICS CLASSROOM : YEARBOOK 2011, ASSOCIATION OF MATHEMATICS EDUCATORS.
Singapore : World Scientific Publishing Company, ©2011
|Material Type:||Document, Internet resource|
|Document Type:||Internet Resource, Computer File|
|All Authors / Contributors:||
Berinderjeet Kaur; Khoon Yoong Wong
|ISBN:||9789814360999 9814360996 1283434008 9781283434003|
|Description:||1 online resource (vi, 297 pages) : illustrations.|
|Contents:||Chapter 1 Introduction: Assessment Matters WONG Khoon Yoong Berinderjeet KAUR; 1 Why a Yearbook on Assessment?; 2 Assessment of Mathematics Cognitive Domain; 3 Assessment of Mathematics Affective Domain; 4 No "Final" Words: A list of Questions; References; Chapter 2 Using a Multi-Dimensional Approach to Understanding to Assess Students' Mathematical Knowledge Denisse R. THOMPSON Berinderjeet KAUR; 1 Introduction; 2 Why Consider a Multi-Dimensional Approach to Understanding?; 3 What is the SPUR Approach?; 3.1 Examples of SPUR at the primary level. 3.2 Examples of SPUR at the secondary level4 A Look at Achievement in Terms of SPUR; 5 Discussion and Conclusion; References; Chapter 3 Assessing Problem Solving in the Mathematics Curriculum: A New Approach TOH Tin Lam QUEK Khiok Seng LEONG Yew Hoong Jaguthsing DINDYAL TAY Eng Guan; 1 Introduction; 2 Mathematical Problem-Solving Model; 3 Mathematics Practical --
A New Paradigm; 4 Mathematics Practical Worksheet; 5 Mathematics Practical Lessons; 6 The Scoring Rubric; 7 Students' Responses and Assessment; 8 Conclusion; References; Appendix A; Appendix B. Chapter 4 Assessing Conceptual Understanding in Mathematics with Concept Mapping JIN Haiyue WONG Khoon Yoong1 Introduction: What and Why of Concept Mapping; 2 Types of Concept Mapping Tasks; 2.1 High-directed concept mapping tasks: Fill-in-the-map; 2.2 Semi-directed concept mapping tasks; 2.3 Low-directed concept mapping tasks: Free-style mapping; 3 Training on Concept Mapping; 4 Classroom Applications of Concept Map; 4.1 Using concept map to detect students' prior knowledge; 4.2 Using concept map to evaluate learning outcomes; 4.3 Using concept map to track students' progress in learning. 4.4 Constructing concept maps as a learning strategy5 Evaluation of Student-Constructed Concept Maps; 5.1 Links between concepts; 5.2 Nature of the whole map; 6 Conclusions; References; Chapter 5 Using Journal Writing to Empower Learning Berinderjeet KAUR CHAN Chun Ming Eric; 1 Introduction; 2 Review of Literature; 3 Two Types of Journal Writing in the Mathematics Classroom; 3.1 Free writing; 3.2 Writing from a prompt; 4 Rubrics for Grading Journals; 4.1 Analytic scoring rubric; 4.2 Holistic scoring rubric; 5 Implementing Journal Writing in your Classroom --
Potential Pitfalls. 5.1 The potential for teacher to hurt student's feelings5.2 Possible loss of instructional time to teach the syllabuses; 5.3 Tremendous increase in the marking load of the teacher; 5.4 What to grade? Language or mathematics content; 6 Concluding Remarks; Acknowledgement; References; Chapter 6 Implementing Alternative Assessment in the Lower Primary Mathematics Classroom YEO Kai Kow Joseph; 1 Introduction; 2 Assessment Practices in Mathematics Classrooms; 3 Suggested Alternative Assessment Practices for the Lower Primary Mathematics Classroom; 3.1 Practical tests; 3.2 Oral presentations.
|Series Title:||Yearbook (Association of Mathematics Educators (Singapore)), 2011.|
|Responsibility:||editors, Berinderjeet Kaur, Wong Khoon Yoong.|