ASSESSMENT IN MATHEMATICS CLASSROOMS

INTRODUCTION TO ASSESSMENT IN MATHEMATICS CLASSROOMS

CHAPTER 1

UNIT 1
CHAPTER 1

INTRODUCTION TO ASSESSMENT
IN MATHEMATICS CLASSROOMS

INTRODUCTION
The goal of mathematics education is to assist students to become mathematics
literate. This means that an individual will be competent to deal with mathematics
involved in the real world problems that is related to nature, society, and culture besides
mathematics itself. Mathematics literate also means that the individual will be able to
deal with mathematics in the individuals current, future and occupational life as well
as to appreciate mathematics as a scientific discipline.
The aim for classroom assessment is to gather information that contributes to the
teaching and learning process and subsequently assist in educational decision making.
Decision makers include learners, teachers, parents and administrators. The decisions
made are concerns of these various parties. Hence the aim of classroom assessment
in mathematics brings together the above mentioned goal that is to assist students to
become mathematics literate and to forward concrete suggestions for optimum results
in the teaching and learning process of mathematics. This assessment largely
concerns classroom situations whereby teachers are given the task of managing
complicated and demanding situations of facing 30 or more students in helping them
to learn and making them better learners in the future.

OUTCOMES
At the end of this chapter students will be able to:
1. elaborate concepts such as assessment, evaluation, measurements and testing in
mathematics classrooms;
2. explain the different purposes of assessment in mathematics classrooms;
3. discuss the different types of decision related to assessment in mathematics
classrooms;
4. explain the phases of assessment in mathematics classrooms; and
5. discuss the relationship between teaching, learning and assessment in mathematics
learning.

1.1

ASSESSMENT AND EVALUATION

What is assessment and evaluation? Are there any differences between them?

OUM

UNIT 1
CHAPTER 1

ASSESSMENT IN MATHEMATICS CLASSROOMS

INTRODUCTION TO ASSESSMENT IN MATHEMATICS CLASSROOMS

Assessment is a process of collecting data for the purpose of making decisions about
individuals and groups. This decision making roles indicates the importance of
assessment as it touches various peoples lives. Assessment in the mathematics
classroom entails teachers to making decisions about students progress based on
information gathered through a variety of assessment techniques. This type of
information is important as it assists teachers in planning, or modifying their instructional
programs which in turn helps students to learn more effectively in the mathematics
classrooms. Assessments are also used for reporting progress to students and parents
or caregivers. Assessments are further used to make decisions related to promotion
in mathematics (Ysseldyke, 2001).
Assessment and evaluation are two terms that are often used interchangeably and
has often caused some confusion. According to Ebel and Frisbie (1991) assessment
is the preliminary phase in the evaluation process. Evaluation is the weighing of
assessed information against some standards such as learning objectives as stated
in the curriculum for the purpose making decision. This decision may lead to action
taken by teachers, students, school administrators, consultant instructional designers
or parents on teaching-learning process. While assessment may be preliminary
activities to evaluation, both assessment and evaluation concern making educational
decisions (in this context, specifically on mathematics learning) about content coverage,
student and program attainments. Nevertheless, both assessment and evaluation seek
to answer questions such as How good is the level of achievement?, How good is
the performance?, Have they learned enough? and Is their work good enough?
(Ebel and Frisbie, 1991).
Airasian (2001) elaborated that evaluation involves judging the quality of a students
performance or determining a possible course of action. When assessment information
has been synthesized and put together, the teacher is in a position to make judgment
about the students performance followed the best classroom course of action.
Therefore evaluation describes the merit, worth or desirability of students performance
based on assessment information.
Consider a teacher who wishes to assess the mathematics readiness of a new student.
He or she needs to decide where to start the mathematics instruction for this student
and what the most effective instructional strategy is. Here, the teacher needs to obtain
assessment information in order to make the above decisions. The teacher needs to
gather the students performance score based on a paper-and-pencil mathematics
readiness test. For example, the score obtain was 25% which provided a measurement
of his mathematics readiness. In addition, the teacher could discuss orally with the
student about his feelings for mathematics. The teacher could also check the students
previous record in mathematics performance from his previous school and at the same
time observed the students performance in the mathematics class. By evaluating this
assessment information, the teacher made judgments about the different teaching
strategies to provide helpful instruction tailored to the students mathematics readiness.
Although the school principal and the mathematics teaching unit which has established
students evaluation and reporting procedures, it is the classroom teacher who
undertook the major and daily responsibility of student evaluation during the
mathematics instruction. The mathematics teacher is at forefront in determining student
progress using evaluative practices. This include, careful planning of instructional
delivery, appropriate assessment strategies and most importantly, sound professional

OUM

ASSESSMENT IN MATHEMATICS CLASSROOMS

INTRODUCTION TO ASSESSMENT IN MATHEMATICS CLASSROOMS

UNIT 1
CHAPTER 1

decisions. The mathematics teachers decisions on students learning are the lifeblood
on which mathematics classroom functions. Evidence gathering and decision making
are necessary and ongoing aspects of teachers lives in the classrooms. Taken
together, these decisions serve to establish, organize, and monitor classroom qualities
such as learning of mathematics, interpersonal as well as social development,
instructional content and mathematics learning climate (Airasian 2001).
Figure 1.1 shows tasks that may be regarded as either assessment or evaluation or
both in a mathematics classroom.

Assessment or Evaluation Tasks

1.

Miss Syairah assigned grades to her students on algebra test.

2.

Miss Syairah referred Izzati to the coordinator of mathematics Clinic.

3.

Miss Aniqah decided on topics to be covered for the next Monday lesson.

4.

Miss Aniqah rearranged the class seating to separate Aiman and Aimin from disturbing the her
mathematics lesson.

5.

Mr. Osman studied the coverage for the final examination to determine the topics to be emphasized
in his coming instruction.

6.

Mr. Osman decided to allow his students to have two more days to complete their statistics
portfolio.

7.

The District Education Committee is developing tests to assess the students mathematics
achievement with the implementation of teaching of mathematics in English.

8.

The school principal discussed the outcome of cooperative learning instructions conducted by
two teachers in their mathematics lessons.
Figure 1.1: Tasks that may be regarded as either assessment or
evaluation or both in a mathematics classroom

1.2

TYPES OF DECISIONS MADE IN MATHEMATICS

CLASSROOMS

What type of decision would you make based on assessment information?

The decisions that use assessment information are varied and complex and they occur
in and out of the classrooms. These decisions may involve from who is eligible for
mathematics remedial program to planning of instructional interventions for students
in improving learning of mathematics. Figure 1.2 shows four types of decisions made
using assessment information (Ysseldyke, 2001).

OUM

UNIT 1
CHAPTER 1

ASSESSMENT IN MATHEMATICS CLASSROOMS

INTRODUCTION TO ASSESSMENT IN MATHEMATICS CLASSROOMS

Figure 1.2: Four types of decisions made using

assessment information (Ysseldyke, 2001)

A)

Pre-Referral Classroom Decisions

The pre-referral classroom decisions center on whether to provide special help or
enrichment program or to provide assistance to selected students. In using classroom
tests, daily observations and interviews, teachers need to make decisions whether a
student is in need of special assistance. For those students whose rate of progress is
20% to 50% in mathematics achievement compared to that of other students, the teacher
can decide to provide remedial assistance. Different forms of assistance can be used
such as giving individual or group tutoring, assignment of a study buddy, and adaptation
of classroom materials and instructions. The special assistance need not be provided
in the classrooms solely but could involve the cooperation from home especially to handle
homework or special tutoring at home.

B)

Entitlement Decisions
Entitlement decisions focus on more intensive need of assistance and required prior
intensive assessment such as hearing difficulty, cognitive deficit, vision impairment, or
academic difficulty. Screening is the initial stage during which, students who are
experiencing a particular problem, disorder, disability or disease will be sorted out from
the class groups. Screening takes place at all levels of education beginning from
kindergarten to higher learning. Screening is also used throughout the school years to
identify students who need extra attention. When screening is done, students will have
a special learning program or interventions tailored towards intensity of their disability or
difficulty. Students performance upon screening is judged relative to that of others. The
decision on the cutt-off scores is based on the average performance of students at
various age or grade level. The scores of this norm group are further used in deciding
whether more testing is necessary. The subsequent progress over time will be measured
based on the relative absolute standard.

C)

Post-Entitlement Classroom Decisions

Post-entitlement classroom decisions focus on instructional planning, setting and
monitoring progress of the students towards specific instructional goal. In instructional
planning, teachers will be concerned over what and how should he or she should teach
the students who need assistance. Questions pertaining to settings as to where and
which place are of concern once entitlement decisions are made. During post-entitlement
decision, additional concerned over the extent of students progress need to be given.

OUM

ASSESSMENT IN MATHEMATICS CLASSROOMS

INTRODUCTION TO ASSESSMENT IN MATHEMATICS CLASSROOMS

UNIT 1
CHAPTER 1

Accountability Decisions

D)

Accountability decisions concern program evaluation and accountability. Program

evaluation refers to assessing the extent of effectiveness of the program, whether the
specific program works as school authority wants it to be. In addition, the decision as to
assess whether the program is effective for the students which is important and usually
done at higher level such as at the national, state or school district level.
We have discussed that assessment is a process of collecting data for the purpose of
making educational decisions about students. However assessment and decision making
are seldom straight forward, rather, in reality the process proceeds differently in different
directions for different students.
Provide examples of assessment decisions based on your experience in the
Malaysian school settings.

1.3

PURPOSE OF ASSESSMENT IN MATHEMATICS

CLASSROOMS

How does different purposes of assessment influence decision making?

In a mathematics classroom, teachers need to know about their students problem with
learning, their progress, and their level of thinking so that they can adapt their teaching
strategies to meet the students needs. A teacher can find out the necessary
information through a variety of ways that range from observations and discussions to
multi-step tasks and projects, from students self-assessment and homework to oral
presentations.
The variety of ways provides avenues for different purposes because they are required
to make many different kinds of decisions. Therefore the overriding purpose of
assessment is to gather information to facilitate effective decision making. Now let
us think and discuss the many purposes teachers like Miss Syairah or Miss Aniqah
have for assessment and evaluation. Figure 1.3 shows the purposes of assessment
in Mathematics classrooms.

OUM

UNIT 1
CHAPTER 1

ASSESSMENT IN MATHEMATICS CLASSROOMS

INTRODUCTION TO ASSESSMENT IN MATHEMATICS CLASSROOMS

Figure 1.3: Purposes of assessment in

mathematics classrooms

A)

Establishing Classroom Equilibrium

While mathematics classrooms are complex social settings in which students interact
with one another in multitude of ways, positive settings need to be fostered by the teachers.
In order to foster a positive climate specifically for learning of mathematics, order, discipline
and cooperation must be present. Hence teachers need to assess information related
to keeping classroom inorder, discipline and cooperation of his or her students. Seating
a high ability student among group of lower ability students can enhance leadership and
cooperation between the two groups of students. Izzati, who often disrupts class
instruction indicating that she critically needs assistance in learning mathematics, needs
to be given due assistance.

B)

Planning and Conducting Instruction

Assessment is also needed in planning and teaching activities. For example a teacher
who select a topic to be included in next Monday mathematics lesson, preview CD
courseware in mathematics for next weeks mathematics unit, decide to give extra days
for revision of mathematics unit learned last year, assign homework considering the
distributed patterns and plan for future instructional activities requires assessment of
mathematics prerequisites of the students and necessary planning. In addition, when a
teacher conducts mathematics lesson and decides to reroute his or her lesson because
students were confused and could not answer questions based on yesterdays lesson
requires assessment of whats lacking during previous instruction or with the students
understanding in the particular mathematics topic.

C)

Providing Feedback and Incentives

Another important reason for classroom assessment is to provide feedback and
incentives to learners. A teacher can use available assessment information from
mathematics activities books or exercise books to suggest improvement. In addition
class quizzes, monthly tests and mathematics portfolios can also be used to monitor
on students progress and performance. These different means or types of assessment
provide valuable information of students performance for teacher-student discussion
and teacher-parent discussion when critical conditions arise. While good performers

OUM

ASSESSMENT IN MATHEMATICS CLASSROOMS

INTRODUCTION TO ASSESSMENT IN MATHEMATICS CLASSROOMS

UNIT 1
CHAPTER 1

can further improve their mathematics ability, the other group of students need to be
given due monitoring on their mathematics learning so that they will also improve. Providing
feedback was intended to alter and improve students mathematics learning while
instruction is on-going is referred as formative assessment. Hence in order to provide
such feedback, teachers must constantly assess students learning and behavior.
D)

Diagnosing Students Problems

Diagnosing students mathematics disability or ability need some form of basis. Hence
various assessments can be conducted in order to unravel the students learning problem
in mathematics. When the learning problems are identified, then diagnostic or prescriptive
program can be conducted. Otherwise, special review sessions may alleviate students
problem.

E)

Judging and Grading Academic Learning and Progress

A teacher, at several points in the academic year, needs to judge and grade students
according to their learning progress. Assessment procedures need to be conducted.
This task of grading or making final judgments about students learning at the end of
instruction is termed summative assessment.

Another view forwarded by Harvard Group, Balance Assessment in Mathematics (1995)

suggested that purpose of assessment in education is fourfold: serving instruction,
accountability, selection and licensure. Assessing student performance in order to
inform instruction is something that all teachers do. It is often the case that external
agency of some sorts gets involved in assessment, nominally to serve instruction.
Secondly, for the purpose of saying how well a student, or a class, or a school, or an
instructional program is doing is the primary purpose of assessment for accountability.
Traditionally such information has been presented in one of two quite different forms,
norm-referenced and criterion-referenced. Norm-referenced accountability statements
involve comparing students performance (or classes or schools) to one another and
then presenting the results of those comparisons in rank order. It should be noted that
this can only be done if the performance of the students can be encoded in a
unidimensional measure. Criterion-referenced accountability on the other hand, involves
comparing students performance (or classes or schools) to some predetermined set
of performance criteria without regard to how they compare to one another. This can
be done with clearly defined set of performance criteria that reflect ones theory of
competence in the domain being assessed.
Thirdly, assessing for selection is normally done for the purpose of helping to ascertain
whether a student will have access to limited resources. Such assessment is often
employed in order to inform decisions about access to select programs for gifted
students or special education programs.
Assessing for the purpose of licensure is normally done in order to ascertain whether
the people being assessed have exceeded some threshold of minimal competency and
are thus permitted to practice in an unsupervised manner the skill that they have
demonstrated. Such skills are more relevant in non-mathematical learning such as
swimming, butchering, working as electrician, plumber, counselor etc.

OUM

UNIT 1
CHAPTER 1

1.4

ASSESSMENT IN MATHEMATICS CLASSROOMS

INTRODUCTION TO ASSESSMENT IN MATHEMATICS CLASSROOMS

PROCESS OF ASSESSMENT IN MATHEMATICS

CLASSROOMS

The different purpose of assessment can be grouped into general process or areas of
assessment: There are three main process of student assessment: formative,
summative, and diagnostic assessments. Assessment techniques are then used to
gather information and also for instructional decision making. When a teacher needs
to know about his or her students problem in learning mathematics, their progress,
and the level of formality they are operating, he or she can find out this information in
a variety of ways that range form observations and discussions to multi-step tasks and
projects, from self-assessment and homework to oral presentations. Figure 1.4 shows
the three main process of student assessment.

Figure 1.4: Three main process of student assessment

A)

Formative Assessment
Formative assessment is an ongoing classroom process that keeps students and
educators informed of students progress towards program learning objectives. The
main purpose is to improve instruction and student learning. It provides teachers with
valuable information for instructional modifications. This type of assessment helps
teachers to understand the degree to which their students are learning the course material
and the extent to which their knowledge, understandings, skills, and attitudes are
developing. Students are provided with direction for future learning and are encouraged
to take responsibility for their own progress. A fundamental component of formative
assessment is assessing students understanding, imparting feedback to the students,
then matching the next teaching and learning action to the present understanding of the
students.

B)

Summative Assessment
Summative assessment is designed to be used at the end of instruction. Its primary
purpose is to determine what has been learned over a period of time, and, to summarize
and report to students, parents/caregivers, and educators on student progress relative
to curriculum objectives.
However it is very seldom that teachers encounter specific or strictly formative or
summative assessment. For example, summative assessment can be used formatively

OUM

ASSESSMENT IN MATHEMATICS CLASSROOMS

INTRODUCTION TO ASSESSMENT IN MATHEMATICS CLASSROOMS

UNIT 1
CHAPTER 1

to assist teachers in making decisions about changes to instructional strategies or other

aspects of students learning programs. Similarly, formative assessment may be used
to assist teachers in making summative decisions about student progress. However, it
is important that teachers make it clear to students on the purpose of assessments and
whether they will later be used summatively. Therefore the differences in formative and
summative assessment within the classroom are more related to timing and the amount
of accumulation than anything else.
Diagnostic Assessment

C)

Diagnostic assessment usually occurs at beginning of the school year or before a unit
of instruction. Its main purposes are to identify students who are lacking in prerequisite
knowledge, understanding, or skills in mathematics at their specific grade level, so that
remedial help can be arranged. Diagnostic assessment can also be used to identify
gifted learners to ensure they are being sufficiently challenged. Diagnostic evaluation
provides information essential to teachers in designing appropriate programs for students.
In your opinion, which among the three main processes above is most
commonly used? Why?

1.5

PHASES OF ASSESSMENT IN MATHEMATICS

CLASSROOMS

Although assessment or evaluation is not strictly sequential, it can be viewed as a

cyclical process including four phases: preparation, information gathering,
evaluation, and reflection. The assessment process involves the teacher as a
decision maker throughout all four phases.
A)

Preparation Phase
In the preparation phase, decisions by students and teachers are made which identify
what is to be evaluated, the type of evaluation (formative, summative, or diagnostic) to
be used, the criteria against which student learning outcomes will be assessed, and the
most appropriate assessment techniques with which to gather information on student
progress. The teachers decisions in this phase form the basis for the remaining phases.

B)

Information Gathering Phase

During the information gathering phase, the teacher identifies information-gathering
strategies, constructs or selects instruments, administers them to the student, and
collects the information on student learning progress. The teacher continues to make
decisions in this phase. The identification and elimination of bias (such as gender, culture,
and language) from the assessment techniques and instruments, and the determining
where, when, and how assessments will be conducted are examples of important
considerations for the teacher in this phase of evaluation.

C)

Evaluation Phase
During the evaluation phase, the teacher interprets the assessment information and
makes decisions about student progress. Based on evaluations, teachers make decisions
about student learning programs and report on progress to students, parents, and
appropriate school personnel.

10

OUM

UNIT 1
CHAPTER 1

D)

ASSESSMENT IN MATHEMATICS CLASSROOMS

INTRODUCTION TO ASSESSMENT IN MATHEMATICS CLASSROOMS

Reflection Phase
The reflection phase allows the teacher to consider the extent to which the previous
phases in the evaluation process have been successful. Specifically, the teacher
evaluates the utility and appropriateness of the assessment strategies used, and such
reflection assists the teacher in making decisions concerning improvements or
modifications to subsequent teaching and evaluation.

All four phases are included in formative, diagnostic, and summative evaluation
processes. They are represented in Figure 1.5.

Figure 1.5: Process of student assessment

1.6

FOCUS OF ASSESSMENT IN MATHEMATICS

CLASSROOMS

Assessment and evaluation is an essential part of the teaching-learning process

notwithstanding in mathematics. It should be a planned, continuous activity which is
closely linked to both mathematics curriculum and instruction. Assessment should be
guided by the mathematics learning outcomes of the curriculum and a variety of
assessment techniques should be used. Evaluation plans should be communicated in
advance. Students should have opportunities for input to the evaluation process.
Students should be given opportunities to demonstrate the extent of their knowledge,
understandings, skills, and attitudes in mathematics. It should provide positive feedback
and encourage students to actively participate in their learning.
There are four focuses of assessment vis--vis curriculum assessment (the
effectiveness of the curriculum), student assessment (the extent of students learning,
program evaluation (the effectiveness of school programs), and teacher selfassessment (teachers reflecting on the effectiveness of their instruction. These will
be dealt with in Unit 2.

OUM

11

ASSESSMENT IN MATHEMATICS CLASSROOMS

INTRODUCTION TO ASSESSMENT IN MATHEMATICS CLASSROOMS

1.7

UNIT 1
CHAPTER 1

MEASUREMENT AND TEST IN MATHEMATICS

CLASSROOMS

How is measurement different from test?

One useful way to think about assessment is to contrast it with testing, an ever-present
factor that confronts teachers and students in all disciplines. Tests have come to be
an accepted component of instructional programs throughout the world. Sometimes
tests are justified on the basis of accountability: are students learning what they are
supposed to be learning? Decision-makers need this type of evidence in order to make
judgments about how to spend resources. Numerous decisions are made by teachers
that require them to supplement their informal observations of students with more
systematic measures such as achievement, attitude, readiness, problem-solving skills,
procedural knowledge, and content knowledge in mathematics. For example, the
following questions depict decision making during the course of teaching mathematics:
1.

To what extent are the students ready for the next mathematics learning unit?

2.

What types of mathematics learning difficulties are the students encountering?

3.

How realistic are my mathematics teaching plans for this particular group of students?

4.

To what extent are the students attaining the minimum essentials in mathematics
learning?

For questions one to four, teachers are faced with the task of measuring students prior
achievement in mathematics in order to know their mathematics level, readiness, and
difficulties. Then only the teacher can plan appropriate teaching strategies for the
students. Hence, teachers need to conduct measurement. Measurement is measuring
level of learners ability by assigning numbers, ranks or grades. It is a process of
obtaining numerical description of the degree to which an individual possesses a
particular characteristic. It answers the question as to How much or To what extent
(Gronlund & Linn 1990).

12

OUM

UNIT 1

ASSESSMENT IN MATHEMATICS CLASSROOMS

CHAPTER 1

INTRODUCTION TO ASSESSMENT IN MATHEMATICS CLASSROOMS

Figure 1.6 shows six examples of measurement in mathematics classrooms.

Examples of Meaurement
1.

Paper-and-pencil test to measure students level of understanding in particular topics such as

Form Four Quadratics functions and the graphs, maximum and minimum values for quadratic
functions, graphs of quadratic functions, simultaneous equations with two unknowns.

2.

Quizzes to measure students understanding of Pythagoras Theorem and converse of the

Pythagoras Theorem.

3.

Achievement test use to measure summative understanding of mathematics topics that have
been taught.

4.

Mathematics readiness to measure basic skills in mathematics operations.

5.

Mathematics attitude scale to measure attitudes of students towards mathematics.

6.

Mathematics problem solving skills test to measure students problem solving skills.
Figure 1.6: Six examples of measurement in mathematics classrooms

As discussed above, measurement is a process of obtaining some kind of measures

whilst test is the means to measure set of questions to quantify level of mastery,
acquisition and level of attainment in mathematics. In addition, measurement scale
or inventory can be used to quantify level of affective measures in mathematics. Both
formal and informal observation can also be used to describe mathematics behavior
of students. This then is termed as non-measurement procedures.
In relation to test and measurement, the terms evaluation referred to systematic
process of collecting, analyzing, and interpreting test and measurement information in
order for teachers to make decisions on effective instructional delivery. In general,
teachers need assessment information such as measurement and test scores and
systematic processing of information so as to make effective instructional assessment.
Oiler (1979) stated that the purpose of tests is to measure variance in performance
of various sorts. In this sense, testing, typically achievement testing serves as a
monitoring device for learning. Most of us are familiar with paper and pencil tests even
if they take on a computerized format. Ordinarily, after the test is given, some type of
reporting takes place, often in the form of a single score or grade. Sometimes, decisions
are made based on the tests results (for example retake the test, pass the course, go
on to the next unit of instruction, etc.). A final important aspect of testing is that the
test is usually kept hidden from the students until it is administered, indicating a degree
of secrecy in order to assure confidentiality.
Assessment then can be shown to be very different. Some important differences
between testing and assessment become obvious. In a instructional program,
assessment is usually an ongoing strategy through which student learning is not only
monitored-a trait shared with testing-but by which students are involved in making
decisions about the degree to which their performance matches their ability. Spolsky

OUM

13

ASSESSMENT IN MATHEMATICS CLASSROOMS

INTRODUCTION TO ASSESSMENT IN MATHEMATICS CLASSROOMS

UNIT 1
CHAPTER 1

(1992) rightly argues that diagnostics or formatives assessment is typically curriculumdriven. This type of assessment shadows the curriculum and provides feedback to
student and teachers.

1.8

ASSESSMENT AND THE INSTRUCTIONAL PROCESS

The ultimate goal of instruction is to assist learners in achieving set of intended learning
outcomes as set in the curriculum, specifically mathematics curriculum. These
outcomes include desired changes in the individuals intellectual, emotional, spiritual
and physical dimensions. Hence assessment and evaluation is an integral part of
teaching and learning whereby:

intended learning outcomes are established by the instructional objectives;

the desired changes in students are brought about by the planned learning activities;
and

students learning progress is periodically evaluated by tests and other measurement

devices.

Hence the interdependence of teaching, learning and evaluation is beyond dispute

although less often recognized. Figure 1.7 shows the steps in instructional process
which depicts their interdependence.

14

OUM

UNIT 1
CHAPTER 1

ASSESSMENT IN MATHEMATICS CLASSROOMS

INTRODUCTION TO ASSESSMENT IN MATHEMATICS CLASSROOMS

Step 1: Preparing Instructional Objectives

Preparing Instructional Objectives determines the learning outcomes to be expected from
classroom instruction. This is pertaining to what kind of learning product is being sought?
What knowledge and understanding should the learner possess? Only when instructional
objectives stated in terms of intended learning outcomes be provided then direction for
teaching process and evaluation of students learning can be set forth.

Step 2: Pre-Assessing Learners Needs

When instructional objectives have been clearly specified, then learners needs in relation
to the learning outcomes need to be assessed. What is the prerequisite knowledge needed
for the intended learning outcomes? Do learners have the abilities to proceed with the next
unit? Have the learners already mastered some of the intended learning outcomes?
Answers to such questions lend to re-planning of either the instructional objectives or
necessitates a review/remedial session which prelude actual instructions for the intended
learning outcomes.

Step 3: Providing Relevant Instruction

In order for learners to achieve intended learning outcomes, planned instructional activities
incorporating content and teaching methods takes place in the classroom. During this
phase, testing and evaluation provide a means of monitoring learning progress. Continuous
assessments assist in providing corrective instructional activities adapting to needs of
individual or group learners.

Step 4: Evaluating the Intended Learning Outcomes

This final step in the instructional process is to determine the extent to which the
instructional objectives were achieved by the learners. Various evaluation instruments need
to used and information collected, analyzed and interpreted will provide the extent of learning
takes place. Proper matching of tests and other evaluation instruments to the intended
learning outcomes is basic to effective classroom instruction.
Figure 1.7: 4 steps in instructional process which depicts their interdependence

1.9

OTHER USERS OF CLASSROOM ASSESSMENT

Generally there are four levels or groups of people that use classroom assessment
for varied purposes. They are depicted in Figure 1.8 below.
A)

National Policy Makers

National policy makers are involved in setting the stage and national standards. They
develop the policies which are based on assessment and current trends in teaching,
learning and assessment. They also keep track of the progress of national as well as

OUM

15

ASSESSMENT IN MATHEMATICS CLASSROOMS

INTRODUCTION TO ASSESSMENT IN MATHEMATICS CLASSROOMS

UNIT 1
CHAPTER 1

state mathematics achievement. In addition they provide support for resources in order
to improve learning. To ascertain cooperation and competition, they provide rewards or
sanctions for students, schools and state achievement.
B)

School Administrators
School administrators are involved in identifying strength and weaknesses in assessment
program conducted in their schools. Hence they are able to plan for improved instruction.
More importantly they are able to identify instructional needs and programs, and hence
monitor students achievement over time.

C)

Teachers
Teachers are involved in various task namely delivering instructions, monitoring students
progress, judging and altering classroom curriculum, identify needs of special learners,
motivating students to do well, placing of students in groups, and providing feedback to
fellow teachers as well as students.

D)

Parents
Parents are to judge students strength and weaknesses, monitor students progress
and meet with teachers to discuss classroom procedures.

Figure 1.8: Four levels or groups of people that use

classroom assessment for varied purposes

1.10

DIMENSIONS OF ASSESSMENT NAEP MATHEMATICS

ASSESSMENTS

Related to assessment, it is beneficial to review briefly the dimensions of a renowned

assessments conducted overseas. The National Assessment of Educational program
(NAEP) has conducted periodic assessment about levels of student proficiency in
mathematics and related practices of teachers in Schools in United States of America.
The results are used to inform citizens about the nature of students comprehension

16

OUM

UNIT 1
CHAPTER 1

ASSESSMENT IN MATHEMATICS CLASSROOMS

INTRODUCTION TO ASSESSMENT IN MATHEMATICS CLASSROOMS

in mathematics, curriculum specialists about the level and nature of student

understanding, and policymakers about factors related to schooling and its relationship
to student proficiency in mathematics. They reported assessment based on eight
dimensions as shown in Figure 1.9:

Figure 1.9: Dimensions of assessment by The National

Assessment of Educational program (NAEP)

In your opinion, what are the dimensions that should be investigated in

assessing mathematics teaching and learning in the Malaysian school system
context? Elaborate your suggestions.

OUM

17

ASSESSMENT IN MATHEMATICS CLASSROOMS

INTRODUCTION TO ASSESSMENT IN MATHEMATICS CLASSROOMS

UNIT 1
CHAPTER 1

SUMMARY
Assessment is the general process of collecting, synthesizing, and interpreting
information to assist teachers in decision making pertaining to effective instruction in
the classroom. Evaluation and assessment play an important role in mathematics
instructional program at schools. Basically, evaluation and assessment provide
information that can be used in a variety of educational decisions. The main emphasis
in classroom assessment, however, is on the decisions concerning students learning
and progress. Assessment is viewed as an interactive process that engages both
teacher and students in monitoring students performance.
There are many purposes of assessment namely establishing equilibrium, planning and
conducting instruction, placement of students, providing feedback and incentives,
diagnosis of students weaknesses or problems and judging and assigning grades to
learners.
The process of assessment is likely most effective when teaching, learning and
assessment is seen as sequential steps in the instructional process. The sequential
steps are:

preparing instructional objectives,

pre-assessing learners needs

provide relevant instruction, and

evaluating the extent of the intended learning outcomes

18

OUM