Supporting Assessment in Undergraduate Mathematics PDF Download
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Author: Lynn Arthur Steen
Publisher: Mathematical Association of America (MAA)
ISBN: 9780883858202
Category : Mathematical ability
Languages : en
Pages : 0
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Book Description
Author: Lynn Arthur Steen
Publisher: Mathematical Association of America (MAA)
ISBN: 9780883858202
Category : Mathematical ability
Languages : en
Pages : 0
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Book Description
Author: Cristina Varsavsky
Publisher:
ISBN: 9780992564902
Category :
Languages : en
Pages :
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Book Description
Assessment criteria articulate to students what they are required to do to complete a task successfully or to achieve a particular grade. They signal what students should focus on and hence direct their learning efforts. On the other hand, student work is graded using the established criteria, and so provide certification of students' levels of achievement to the community at large.Although assessment criteria are widely used in many disciplines, they are not commonly present in the context of undergraduate mathematics. This guide aims to address this gap and support effective mathematics assessment practices in higher education.This guide is designed for novice mathematics lecturers as well as more experienced lecturers who are making the transition to criteria based assessment.This guide features:*the language for describing levels of achievement in various dimensions of mathematics assessment*guidelines to follow when designing assessment criteria*worked examples illustrating the use of assessment criteria in undergraduate mathematics.
Author: Christine Suurtamm
Publisher: Springer
ISBN: 3319323946
Category : Education
Languages : en
Pages : 46
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Book Description
This book provides an overview of current research on a variety of topics related to both large-scale and classroom assessment. First, the purposes, traditions and principles of assessment are considered, with particular attention to those common to all levels of assessment and those more connected with either classroom or large-scale assessment. Assessment design based on sound assessment principles is discussed, differentiating between large-scale and classroom assessment, but also examining how the design principles overlap. The focus then shifts to classroom assessment and provides specific examples of assessment strategies, before examining the impact of large-scale assessment on curriculum, policy, instruction, and classroom assessment. The book concludes by discussing the challenges that teachers currently face, as well as ways to support them. The book offers a common language for researchers in assessment, as well as a primer for those interested in understanding current work in the area of assessment. In summary, it provides the opportunity to discuss large-scale and classroom assessment by addressing the following main themes: ·Purposes, Traditions and Principles of Assessment ·Design of Assessment Tasks ·Classroom Assessment in Action ·Interactions of Large-Scale and Classroom Assessment ·Enhancing Sound Assessment Knowledge and Practices It also suggests areas for future research in assessment in mathematics education.
Author: Bonnie Gold
Publisher: MAA Press
ISBN:
Category : Education
Languages : en
Pages : 308
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Book Description
The collection of 72 articles offers the mathematics teacher suggestions for assessing testing and grading, teaching efficacy, how departments place students into courses, the effectiveness of the major, and the quantitative literacy of the graduating students. Lacks an index. Annotation c. Book New
Author: Derek Holton
Publisher: Springer Science & Business Media
ISBN: 0792371917
Category : Education
Languages : en
Pages : 559
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Book Description
This is a text that contains the latest in thinking and the best in practice. It provides a state-of-the-art statement on tertiary teaching from a multi-perspective standpoint. No previous book has attempted to take such a wide view of the topic. The book will be of special interest to academic mathematicians, mathematics educators, and educational researchers. It arose from the ICMI Study into the teaching and learning of mathematics at university level (initiated at the conference in Singapore, 1998).
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309131987
Category : Education
Languages : en
Pages : 53
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Book Description
Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309166993
Category : Education
Languages : en
Pages : 77
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Book Description
Assessment in Support of Instruction and Learning is the summary of a National Research Council workshop convened to examine the gap between external and classroom assessment. This report discusses issues associated with designing an assessment system that meets the demands of public accountability and, at the same time, improves the quality of the education that students receive day by day. This report focuses on assessment that addresses both accountability and learning.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309049814
Category : Education
Languages : en
Pages : 240
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Book Description
To achieve national goals for education, we must measure the things that really count. Measuring What Counts establishes crucial research- based connections between standards and assessment. Arguing for a better balance between educational and measurement concerns in the development and use of mathematics assessment, this book sets forth three principlesâ€"related to content, learning, and equityâ€"that can form the basis for new assessments that support emerging national standards in mathematics education.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309072778
Category : Education
Languages : en
Pages : 233
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Book Description
Economic, academic, and social forces are causing undergraduate schools to start a fresh examination of teaching effectiveness. Administrators face the complex task of developing equitable, predictable ways to evaluate, encourage, and reward good teaching in science, math, engineering, and technology. Evaluating, and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics offers a vision for systematic evaluation of teaching practices and academic programs, with recommendations to the various stakeholders in higher education about how to achieve change. What is good undergraduate teaching? This book discusses how to evaluate undergraduate teaching of science, mathematics, engineering, and technology and what characterizes effective teaching in these fields. Why has it been difficult for colleges and universities to address the question of teaching effectiveness? The committee explores the implications of differences between the research and teaching cultures-and how practices in rewarding researchers could be transferred to the teaching enterprise. How should administrators approach the evaluation of individual faculty members? And how should evaluation results be used? The committee discusses methodologies, offers practical guidelines, and points out pitfalls. Evaluating, and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics provides a blueprint for institutions ready to build effective evaluation programs for teaching in science fields.
Author: Jens Dolin
Publisher: Springer
ISBN: 3319632485
Category : Science
Languages : en
Pages : 309
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Book Description
This book reports the results of a research project that investigated assessment methods aimed at supporting and improving inquiry-based approaches in European science, technology and mathematics (STM) education. The findings were used to influence policy makers with guidelines for ensuring that assessment enhances learning. The book provides insights about: - The concept of competence within the STM domains and its relevance for education - The conceptualisation and teaching of four key competences: scientific inquiry, mathematical problem-solving, design processes, and innovation. - Fundamental aspects of the two main purposes of assessment, formative and summative, the relations between the two purposes and ways of linking them. - The main challenges related to the uptake of formative assessment in daily teaching-learning practices in STM and specifically, the usability of formative on-the-fly dialogue, structured assessment dialogue, peer assessment and written teacher feedback. - The systemic support measures and tools teachers need in order to integrate formative assessment of student learning into their classroom practices and how it can conflict with summative assessment practices. - How research-based strategies for the formative use of assessment can be adapted to various European educational traditions to ensure their effective use and avoid undesirable consequences. - How relevant stakeholders can be invited to take co-ownership of research results and how a productive partnership between researchers, policy makers, and teachers can be established. - Concrete research vistas that are still needed in international assessment research.
