PREFACE The Authentic Assessment Methodologies in Mathematics are especially devised and developed to respond to the needs, interest, abilities of diverse types of learners and to promote Outcomes-Based Education in the tertiary Mathematics Education. Mathematics aims to help students become mathematically literate, hence, enable the individual to deal with Mathematics in real world problems as applied in the occupation and private life. Authentic assessment involves Mathematical problems which are set in a real world context which is more meaningful and richer assessment for the learners. With these methodologies, the students will appreciate more the concrete application of Mathematics. As a result, they will be more motivated to perform the activities. The fifteen (15) methodologies ¬¬¬¬are called authentic assessment methodologies because aside from simulating real world experiences, they also address and entail the use and …show more content…
Time Allotment This is the length of time the students have to spend in completing the authentic assessment methodology. Intended Learning Outcomes This part spells out the objectives and purposes of using the assessment methodology. They are stated in specific, measurable, attainable, realistic and time bound (SMART) manner and aligned to the intended outcomes of the syllabus in the said subject. Performance Task This is the assessment task itself which discusses what the students will do and how they should perform the activity. Rating and Scoring This summarizes how the performance of the students are rated and scored. It uses a specific checking procedure or a rubric. Assessment Task
This is considered as formal method of assessment, which may be carried out in the middle or at the end of course, or
Assessment plays a significant role in the learning experience of students. It determines their progression through their programmes and enables them to demonstrate that they have achieved the intended learning outcomes. It is assessment that provides the main basis for public recognition of achievement, through the awarding of qualifications and/or credit.
The programme syllabus will allow the assessor to understand how the subject should be assessed and will provide the assessor with guidance and information in the form of an assessment strategy.
The assessment strategy should state how the subject should be assessed, and subsequent results recorded. It should also state the experience, professional development and qualifications that assessors should hold. Quality assurance requirements, for example internal and external verification or moderation, will also be stated. Organisation may also have an assessment policy which an assessor should familiarise him/herself with.
Three examinations will be administered. The exams will consist of multiple choice questions and problems. Problems will be similar to those covered in class or those given as homework assignments.
Task 1 links to learning outcomes 1, 2, 3, 4, 5 and 6, assessment criteria 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1 and 6.3.
Describe with examples the importance of recognising and responding to concerns about children and young people’s development.
Assessment is carried out through formative (checks throughout the course), ipsative (to test against previous marks), and/ or summative (at end of course) activities to help the learner see their development whilst allowing the Assessor to give valuable feedback when appropriate. It’s purpose is to measure the learners understanding of the subject against the anticipated outcomes set by the criteria.
Assessment: I will observe student behavior during their discussion and during the creation of their self-portrait. Also, I will assess students’ ability to come up with 10 positive
In preparing for the assessment, it is important to explain the purpose of the assessment, explaining why it is
What is the purpose of initial assessment and what kind of methods could be used? Evaluate these methods with reference to the ways they can help in the overall objective of achieving learning goals. How can you ensure learners are kept motivated and working towards these goals?
The function of assessment in learning and development is to provide a measurable way of planning and supporting students’ progress. Assessment is carried out by means of checks and tests carried out throughout the course. Assessors should provide feedback throughout ensuring that learning is occurring and the learner is at the correct level. It is also important that assessor’s decisions are also consistently reviewed and internally and externally verified.
As the awarding body will require the teacher to assess the student’s level of learning, the teacher will still need to decide what methods of assessment are required. This may be observation during any session, and completing assignments. It is important when any assessment has been made the teacher must give the student feedback. Finally the teacher needs to review any assessment and make any changes where necessary. It is important that the teacher maintains a record of student progress as this may be a requirement of the organisation.
Assignment 1- What is the purpose of initial assessment and what kind of methods could be used? Evaluate these methods with reference to the ways they can help in the overall objective of achieving learning goals. How can you ensure learners are kept motivated and working towards these goals?
* This is to determine if the delivery and assessment meets the requirements of the standards or assessment criteria , the whole assessment process needs to be accutat, consistate, safe and meets all organisation requirements.