EDU30066 Assignment 1

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Swinburne University of Technology *

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EDU30066

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Mathematics

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Feb 20, 2024

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103659502 Laine Harman EDU30066: Mathematics in the Primary Classroom (Primary Specialisation) Assignment 1: Report Due: Monday 4 th December 2023, 5pm EDU30066: Mathematics in the Primary Classroom (Primary Specialisation) Assignment 1: Report Laine Harman 103659502 Due: Monday 4 th December 2023, 5pm ELA: Fiona Knights 1

103659502 Laine Harman EDU30066: Mathematics in the Primary Classroom (Primary Specialisation) Assignment 1: Report Due: Monday 4 th December 2023, 5pm Table of Contents Executive summary ........................................................................................................................................... 3 Introduction ....................................................................................................................................................... 3 Findings ............................................................................................................................................................. 4 3.1. Assessment for Learning – Formative Assessment – Exit Ticket .................................................................... 4 3.2. Assessment of Learning – Summative Assessment – Written Tests ................................................................ 6 3.3. Assessment as Learning – Self Reflection – Pictures and Verbal Reflection .................................................. 7 Conclusion ......................................................................................................................................................... 8 References .......................................................................................................................................................... 9 2

103659502 Laine Harman EDU30066: Mathematics in the Primary Classroom (Primary Specialisation) Assignment 1: Report Due: Monday 4 th December 2023, 5pm Executive summary It is essential to find a connection between learning and teaching for students. To help support student learning and development, it is vital to incorporate different practices and approaches for the delivering and teaching of mathematics. As well as the delivery, teachers should provide students with effective feedback to outline their level of understanding the development of skills to enhance their learning and meeting goals (Victoria State Government, 2022a). It is also important to use assessment data to help inform students and families and improve the students’ learning. This report will discuss diagnostic, formative and summative assessment with examples, benefits and limitations in the primary classroom. Introduction Assessment is important for students’ mathematical development as it “monitors the learner’s understanding of the mathematical language, concepts and skills” (Victoria State Government, 2022b). Assessment allows students, teachers and families see the progress of student learning. According to NSW Government (2019), providing students with different assessment activities allows for the demonstration of their learning; therefore, it is vital to provide accessible activities for all students and their learning skills and abilities. Throughout a teaching career, mathematics teachers will utilise assessment for, assessment as and assessment of learning to help enable student learning, identify achievement and gather any evidence (NSW Education Standards Authority, 2019). Assessments can be modified and differentiated to help support the needs of all students. Self-reflections are an assessment as learning strategy that teachers utilise. Self-reflection is a strategy used to help provide a contribution of mathematical understanding to teachers about the student’s 3

103659502 Laine Harman EDU30066: Mathematics in the Primary Classroom (Primary Specialisation) Assignment 1: Report Due: Monday 4 th December 2023, 5pm mathematical ability development (Brooker, 2010). Dependant on the age, providing students with age- appropriate reflections is vital. For younger students they can complete self-reflections through pictures or verbal reflections, such as videos. Alternatively, older students can use written reflection sheets that could be kept in a maths journal for students and teachers to review throughout the year (Cattard, 2017). Formative assessment is another form of assessments teachers can use for students, known as assessment for learning. Formative assessment can be referred to as “assessment for learning involves teachers using evidence about students’ knowledge, understanding and skills to inform their teaching” (NSW Education Standards Authority, 2019). As formative assessment occurs throughout a lesson or class, it is vital to provide correct teaching practices. An example of formative assessment includes completing an exit ticket. An exit ticket provides teachers with a snapshot of student thinking and understanding from the lesson that they have just undertaken (Palmer, 2021). The last form of assessment that is useful for teachers is summative assessment. Summative assessment is known as assessment of learning where teachers utilise “evidence of student learning to assess achievement against outcomes and standards” (NSW Education Standards Authority, 2019). As summative assessment is more formal, written tests are the best way to assess students. Mathematics written tests are generally undertaken at the end of a unit of work, school term or end of year to assess units such as measurement, geometry, chance and date and number and patterns (Brooker, 2010). Findings 4

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