Krystl Brown - EDU30009 Mathematics in the Primary Classroom - Assignment 1

.pdf

School

Swinburne University of Technology *

*We aren’t endorsed by this school

Course

30009

Subject

Mathematics

Date

Jan 9, 2024

Type

pdf

Pages

Uploaded by EarlStingrayMaster961

Assignment 1: Report EDU30009 Mathematics in the Primary Classroom. eLA Name: Chrissie Van Nieuwkuyk Due Date: 04.12.2023 Word Count:

Table of content Contents Executive summary ................................................................................................................................. 3 Introduction ............................................................................................................................................. 3 Findings .................................................................................................................................................. 4 1) Formative assessment - Pre-Assessment/Online Math Assessment ............................................ 4 2) Summative assessments - Portfolio/Annotated work samples .................................................... 6 3) Peer and self-assessments - Questioning .................................................................................... 7 Conclusion .............................................................................................................................................. 9 References ............................................................................................................................................. 10

Executive summary Assessments for mathematics ensures student are learning proficiencies of mathematics; for example, understanding, fluency, problem solving and reasoning skills are being acquired. Teachers must target their students’ capabilities based on the learning continuum and ensure it is being taught and understood. The curriculum guides teachers on what students should know, are expected to learn and the progress they are making to meet the curriculums’ achievement standards (Department of Education [DET], n,d). Assessment for, as and of learning, allows teachers collect evidence to make efficient judgements about student achievements and how to support their students through forms of formal and informal assessment strategies, this ensures student educational goals are met. Assessments provide teachers with understanding their students’ current abilities, planning future lesson to extended understanding and measure their students’ achievements ( NSW Education Standards Authority, n,d). Introduction Assessments in mathematics is crucial for students’ success; the purpose of assessments is to ensure teachers are confident to make judgements about their students’ abilities to understand mathematical language, concepts and skills. Teachers must be confident in their student’s development of mathematical thinking; assessments ensure learners are progressing and if there are any barriers identified through assessments, teachers are supporting student development and identifying areas of weakness without delay through their educational journey. Teachers need accurate information on their students to ensure they have the correct information on what each student already knows and what support is needed to ensure they can grasp new concepts (Department of Education [DET], n,d). Throughout their students

learning journey, particular assessments are carried out at different points to ensure teachers understand current capabilities, the progress being made and where students current abilities are. Throughout the variety of assessments used, teachers can begin planning and implementing appropriate interventions to ensure student success, there are three categories of assessments used, Assessment of learning, used before a unit of work to gauge current abilities, Assessment as learning, used daily to ensure progression, assessment of learning, measuring each students’ achievements ( NSW Education Standards Authority, n,d). Findings 1) Formative assessment - Pre-Assessment/Online Math Assessment Formative assessments provide an opportunity to set and clarify learning intentions; teachers use formative assessments to improve teaching and learning for their students and inform their teaching practices by collecting data. There is a three-step process used; collect evidence on each students’ current skills and knowledge, interpret data and use the data to outline their learning continuum. Teachers use formative assessments to understand their students’ current abilities based off the curriculum rubric; this process measures their students’ current abilities and learning level; this process determines where students’ are accessing curriculum and if students are at level or behind the access point (VCAA, n,d). The curriculum is structured as a learning continuum across each level of learning and achievements based on a student’s school year level and age, this make formative assessments crucial to ensure students are progressing at the same rate.

Pre-Assessments/Online Math Assessments are a form of formative assessments structured for learning; the digital assessment library provides a comprehensive suite of assessments for mathematics, structured for each strand and sub-strand to target specific aspects of the curriculum. Mathematics education focuses on students learning content and processes to ensure they have mathematical proficiency. Consisting of proficiency, understanding and productive attitudes and the ability to use reasoning to learn mathematics. Computer adaptive tests can be designed by the teacher in the area of the curriculum being taught, based on a students’ current abilities, students answer questions the system has presented, either easier or more difficult. Linear tests are a fixed set of questions and delivered in the same order to every student; students answers are stored, teachers can view and analyse the results. Teachers use this information to determine if students are at level or the starting point for their unit of work (VCAA, n,d). Based on the assessment data, teachers can use this data to understand their student’s achievement level. Strand and sub-strand assessments are targeted to specific aspects of the curriculum using the learning and assessment framework (LAF) (DET, n,d). Online math assessments are an evolving tool and a wildly used method for learning mathematics in the classroom; online math assessments benefit student motivation, learning, and performance, this is evident in online assessment programs having an easy to use and archived mathematics system because questions can be revisited. Student’s completing online maths assessments can focus better on the questions being displayed one at a time ( Cascaval, Fogler, Abrams & Durham, 2019). However, one concern that may produce limitations is how successfully and effectively online mathematics assessments monitor students learning outcomes, not all mathematics can be measured through an online assessment, some mathematics needs to be taught through peer and teacher teaching, students do not see communication or direct experiences through online assessment. Meaning, students cannot

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help