Original article | Turkish Journal of Teacher Education 2020, Vol. 9(2) 120-133
Septimi Kitta & Morwo Likinjie
pp. 120 - 133 | Manu. Number: MANU-2005-27-0002.R1
Published online: December 31, 2020 | Number of Views: 10 | Number of Download: 24
Abstract
Assessment in the context of competency based education has emerged as an area of research interests with debates extending into mathematics education. As other parts of the world, Tanzania, reviewed its curricula at different levels of education between 2004 and 2008. The purpose of the review was to shift the paradigm of teaching and learning from content-based to competency-based. After reviewing the new curriculum, efforts were made by the Government, specifically the Ministry responsible for education, to orient teachers and other education officials on how to implement it. Assessment as one of the important components in teaching and learning process was not given due weight. Paper-and-pencil tests continued to dominate assessment procedures. This paper brings to light what are perceived to be relevant techniques for assessing mathematics in the context of the competency-based curriculum. Before this, the paper outlines the purpose of teaching and learning of mathematics, competency based education as opposed to the content based education, and classifications of assessments regarding mathematics. The paper concludes that the outlined assessment techniques are just a sample of the possible assessments strategies that can be used. Furthermore, no single assessment technique is adequate by itself in assessing all mathematical competencies.
Keywords: Assessment; Paradigm Shift; Competency; Content-Based Curriculum; Assessment Techniques
How to Cite this Article? |
---|
APA 6th edition Harvard Chicago 16th edition |
References |
---|
Airasian, P.W. (2001). Classroom assessment: Concepts and applications (4th ed.). NY: McGraw Hill. Alaska Department of Education & Early Development (1996). Curriculum framework project. Juneau, AK: Alaska Department of Education & Early Development.http://www.eed.state.ak.us/tls/Frameworks/contents.htm Bailey, K. M. (1998). Learning about language assessment: dilemmas, decisions, and directions. New York, NY: Heinle & Heinle Pub. Baird, J., Hopfenbeck, T. N., Newton, P., Stobart, G., & Steen-Utheim, A. T. (2014). State of the field review: Assessment and learning. Norwegian Knowledge Centre for Education. Oxford, England: Oxford University Centre for Educational Assessment. Bennett, R. E., & Sebrechts, M. M. (1996). The accuracy of expert-system diagnoses of mathematical problem solutions. Applied Measurement in Education, 9(2), 133–150. https://doi.org/10.1207/s15324818ame0902_3 Black, P., & William, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7-74. doi:10.1080/0969595980050102. Bleiler, S. K., & Thompson, D. R. (2012/2013). Multi-dimensional assessment of the common core. Teaching Children Mathematics, 19(5), 292–300. Burks, R. (2008). The Student Mathematics Portfolio: Value Added to Class Preparation? This paper was completed and submitted in partial fulfilment of the Master Teacher Program, a 2-year faculty professional development program conducted by the Center for Teaching Excellence, United States Military Academy, West Point, NY. Clare, L. & Aschbacher, P.R. (2011). Exploring the Technical Quality of Using Assignments and Student Work as Indicators of Classroom Practice. Journal of Educational Assessment, 7(1), 39-59. Crowley, M.L. & Dunn K. (1995). The Mathematics Portfolio. The American Mathematical Monthly, 102(1): 19-22. Darling-Hammond, L. (2012). Policy Frameworks for New Assessments. In P. Griffin, B. McGraw & E. Care (Eds.). Assessment and teaching of 21st century skills, (pp. 301-339). Dordrecht: Springer. doi: 10.1080/07294360050020507 De Lange, J. (2007). Large-scale assessment and mathematics education. In F. K. Lester, Jr. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 1111–1142). Charlotte, NC: Information Age Publishing. Ellerton, N., & Clements, M. A. (2012). Rewriting the history of school mathematics in North America, 1607-1861: The central role of cyphering books. Springer Science: New York Fauziah, D., Mardiayana, & Saputro, D. R. S. (2018). Mathematics authentic assessment of statistics learning: The case of students' mini projects. Journal of Physics: Conf. Series, 983 (012123), 1-5 Gallego-Arrufat, M.J. & Dandis, M. (2014). Rubrics in a secondary mathematics class. International Electronic Journal of Mathematics Education, 9(1), 73-82. Goodrich, H. (1997). Understanding rubrics. Educational Leadership, 54(4), 14-17. Hamzah, U.B. & Koni (2012). Assessment Pembelajaran. Jakarta: Bumi Aksara Hibbard, K. M., Wagenen, L., Lewbebel, S., Waterbury-Wyatt, S., Shaw, S., Pelletier, K. (1996). A teacher's guide to performance-based learning and assessment. Alexandria, VA: Association for Supervision and Curriculum Development. Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning: ERIC. Retrieved from https://eric.ed.gov/?id=ED438867 Iannone, P., & Simpson, A. (2015). Students’ views of oral performance assessment in mathematics: Straddling the ‘assessment of’ and ‘assessment for’ learning divide. Assessment & Evaluation in Higher Education, 40(7), 971-987 issue5/article19. Joint Committee on Standards for Educational Evaluation. (2003). The student evaluation standards: How to improve evaluations of students. Thousand Oaks, CA: Corwin Press. Kafyulilo, A. C., Rugambuka, I. B., & Moses, I. (2012). The implementation of competency based teaching approaches in Tanzania: The case of pre-service teachers at Morogoro Teachers Training College. Universal Journal of Education and General Studies, 1(11), 339-347. Kapambwe, W. M. (2010). The implementation of school based continuous assessment (CA) in Zambia. Educational Research and Reviews, 5(3), 099-107. Kim, M.-J., & Lehrer, R. (2015). Using learning progressions to design instructional trajectories. In C. Suurtamm & A. Roth McDuffie (Eds.), Annual perspectives in mathematics education: Assessment to enhance teaching and learning (pp. 27–38). Reston, VA: National Council of Teachers of Mathematics. Klenowski, V. (2009). Assessment for Learning revisited: An Asia-Pacific perspective. Assessment in Education: Principles, Policy, and Practice, 16(3), 263–268. Komba and Mwandanji (2015). Reflections on the implementation of competence based curriculum in Tanzanian Secondary Schools. Journal of Education and Learning, 4 (2): 73-79. Lambdin, D.V. & Walker, V.L. (1994). Planning for Classroom Portfolio Assessment. Arithmetic Teacher, 41(6): 318 - 324. Maron, A. I. (2016). Priorities of teaching mathematics in universities. IEJME-Mathematics Education, 11(9), 3339-3350 Masters, G.N. (2002). Learner-centred assessment. Paper presented at the Second International Forum on Education Reform: Key factor for implementation. Bangkok, 1-5 September 2002. Maxwell, G.S. (2001). Teacher Observation in Student Assessment. A paper prepared for Prepared for the Queensland School Curriculum Council. School of Education, the University of Queensland. McDonald, B. (2012). Portfolio assessment: direct from the classroom. Assessment & Evaluation in Higher Education, 37(3), 335-347. McGatha, M., & Darcy, P. (2010). Rubrics as Formative Assessment Tools. Mathematics Teaching in the Middle School, 15(6), 328. McMillan, J.H., Myran, S., & Workman, D., (2002), Elementary teachers’ classroom assessment and grading practices. Journal of Educational Research, 95(4): pp. 203-213. Mertler, Craig A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25). http://PAREonline.net/getvn.asp?v=7&n=25. This paper has been viewed 387,559 times since 12/11/2001. Miller, M.D., Linn, R.L., & Gronlund, N.E. (2009). Measurement and Assessment in Education. NJ: Pearson. Ministry of Education and Culture (MOEC) (2005). Basic mathematics syllabus for secondary school: Form I-IV. Dar es Salaam: MOEC. MoEVT. (2010). Education sector development program: Secondary education development programme II. Dar es Salaam: MoEVT. Mueller, J. (2005). The authentic assessment toolbox: enhancing student learning through online faculty development. Journal of Online Learning and Teaching. Mulenga, I. M. & Kabombwe, Y, M. (2019). A Competency-Based Curriculum for Primary and Secondary Schools: Learning from Theory and some Countries around the World. International Journal of Education and Research, 7(2), 117-130. Mutodi, P., & Chigonga, B. (2016). Concept mapping as an assessment tool in secondary school mathematics: An analysis of teachers’ perspectives. Eurasia Journal of Mathematics, Science & Technology Education, 12(10), 2685-2696 National Council of Teachers of Mathematics (NCTM). (2014). Principles to action: Ensuring mathematical success for all. Reston, VA: Author. National Council of Teachers of Mathematics. (1995). Assessment standards for school mathematics. Reston, VA: NCTM. Newmann, F. M., Lopez, G., & Bryk, A. S. (1998). The quality of intellectual work in Chicago schools: A baseline report. Chicago: Consortium on Chicago School Research. Nortvedt, G. A. & Buchholtz, N. (2018). Assessment in mathematics education: Responding to issues regarding methodology, policy, and equity. ZDM, 50, 555-570 Paulo, A. & Tilya, F. (2014). The 2005 Secondary School Curriculum Reforms in Tanzania: Disjunction between Policy and Practice in its Implementation. Journal of Education and Practice, 5 (35). https://www.researchgate.net/publication/282074977 Pellegrino, J. W., Chudowsky, N., & Glaser, R. (Eds.). (2001). Knowing what students know: The science of design and educational assessment. Washington, DC: National Academy Press. Polya, G. (1945). How to solve it. Princeton: Princeton University Press. Rahn, M. L., Alt, M., Emanuel, D., Ramer, C., Hoachlander, E. G., Holmes, P., Jackson, M., Klein, S. and Rossi, K. (1995, December). Getting to work. Module Four: Student Assessment. Berkeley, CA: MPR Associates. Roy, G. (2016). Competency-based assessment in primary education in Bangladesh: A review. Share Education Monograph Series, No. 06. Bangladesh: Share TA Office Scardamalia, M., Bransford, J., Kozma, B., and Quellmalz, E. (2012). New assessments and environments for knowledge building. In P. Griffin, B. McGaw, and E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 231-300). Dordrecht, The Netherlands: Springer. Scherrer, J. (2015). Learning, teaching, and assessing the Standards for Mathematical Practice. In C. Suurtamm (Ed.), Annual perspectives in mathematics education: assessment to enhance teaching and learning (pp. 199–208). Reston, VA: National Council of Teachers of Mathematics. Schoenfeld, A. (1985). Mathematical problem solving. Orlando, FL: Academic Press. Shepard, L. A. (2001). The role of classroom assessment in teaching and learning. In V. Richardson (Ed.), The handbook of research on teaching (4th ed., pp. 1066–1101). Washington, DC: American Educational Research Association. Sichizya, F.D. (1992). Improving pupils’ mathematical performance in Tanzania secondary schools. Why and how? The Tanzania Journal of Education, 20. Stecher, B. Rahn, M., Ruby, A. & Alt, M.(1996). Using alternative assessments in vocational Education. University of California, Berkeley. Stevens, D. D., & Levi, A. J. (2005). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback and promote student learning. Sterling, VA; Stylus. Stiggins, R. (2005). From formative assessment to assessment for learning: A path to success in standards-based schools. Phi Delta Kappan, 87(4), 324-328. Stix, A. (1994). Pic-jour: Pictorial Journal Writing in Mathematics. Arithmetic Teacher, 41(5). Stoica, A. (2015). Using maths projects in teaching and learning. Procedia-Social and Behavioral Sciences, 180, 702-708 Suurtamm, C., Thompson, D. R., Kim, R. Y., Moreno, L. D., Sayac, N., Schukajlow, S., et al. (2016). Assessment in mathematics education: Large-scale assessment and classroom assessment. Cham: Springer. Suzan, L. (2013). Performance assessment. In J. H. McMillan (Ed.), SAGE Handbook of Research on Classroom Assessment, pg 313-329. London: SAGE Publications Swan, M., & Burkhardt, H. (2012). A designer speaks: Designing assessment of performance in mathematics. Educational Designer: Journal of the International Society for Design and Development in Education, 2(5), 1–41. http://www.educationaldesigner.org/ed/volume2/ Tejeda, S. & Gallardo, K. (2017). Performance Assessment on High School Advanced Algebra. International Electronic Journal of Mathematics Education, 12(3), 777-798 Thompson, D. R., & Kaur, B. (2011). Using a multi-dimensional approach to understanding to assess students’ mathematical knowledge. In B. Kaur & K. Y. Wong (Eds.), Assessment in the mathematics classroom: 2011 Association of Mathematics Educators Yearbook (pp. 17–32). Singapore: World Scientific Publishing. Toh, T. L., Quek, K. S., Leong, Y. H., Dindyal, J., & Tay, E. G. (2011). Assessing problem solving in the mathematics curriculum: A new approach. In B. Kaur & K. Y. Wong (Eds.), Assessment in the mathematics classroom: 2011 Association of Mathematics Educators Yearbook (pp. 33–66). Singapore: World Scientific Publishing. Trash, E. (2018). How students benefit from project-based assessment. Retrieved from https://www.schoology.com/blog URT. (2000). Tanzania Development Vision 2025. Dar es Salaam: Planning Commission. Van den Heuvel-Panhuizen, M., & Becker, J. (2003). Towards a didactical model for assessment design in mathematics education. In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Second international handbook of mathematics education (pp. 689–716). Dordrecht: Kluwer Academic Publishers. Voinea, L. (2018). Formative assessment as assessment for learning development. Journal of Pedagogy, 1, 7-23. Weigle, S. (2002). Assessing writing. Cambridge: Cambridge University Press. Wiliam, D. (2007). Keeping learning on track: Classroom assessment and the regulation of learning. In F. K. Lester, Jr. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 1053–1098). Charlotte, NC: Information Age Publishing. Wilson, S. M., & Kenney, P. A. (2003). Classroom and large-scale assessment. In J. Kilpatrick, W. G. Martin, & D. Schifter (Eds.), A research companion to principles and standards for school mathematics (pp. 53–67). Reston, VA: National Council of Teachers of Mathematics. Young-Loveridge, J., & Bicknell, B. (2015). Number-fact knowledge and mathematical problem-solving of five-to seven-year olds. Asia-pacific Journal of Research in Early Childhood Education, 9(3), 27–43 |