05532nam 2200673 a 450 991078906860332120230725052607.01-283-43400-89786613434005981-4360-99-6(CKB)3400000000016748(EBL)840618(SSID)ssj0000990550(PQKBManifestationID)11541516(PQKBTitleCode)TC0000990550(PQKBWorkID)10987930(PQKB)10152017(MiAaPQ)EBC840618(WSP)00008216(Au-PeEL)EBL840618(CaPaEBR)ebr10524604(CaONFJC)MIL343400(OCoLC)778434593(EXLCZ)99340000000001674820120208d2011 uy 0engur|n|---|||||txtccrAssessment in the mathematics classroom[electronic resource] yearbook 2011 Association of Mathematics Educators /editors, Berinderjeet Kaur, Wong Khoon YoongSingapore World Scientific20111 online resource (304 p.)Yearbook ;2011Description based upon print version of record.981-4360-97-X Includes bibliographical references.Contents; Chapter 1 Introduction: Assessment Matters WONG Khoon Yoong Berinderjeet KAUR; 1 Why a Yearbook on Assessment?; 2 Assessment of Mathematics Cognitive Domain; 3 Assessment of Mathematics Affective Domain; 4 No "Final" Words: A list of Questions; References; Chapter 2 Using a Multi-Dimensional Approach to Understanding to Assess Students' Mathematical Knowledge Denisse R. THOMPSON Berinderjeet KAUR; 1 Introduction; 2 Why Consider a Multi-Dimensional Approach to Understanding?; 3 What is the SPUR Approach?; 3.1 Examples of SPUR at the primary level3.2 Examples of SPUR at the secondary level4 A Look at Achievement in Terms of SPUR; 5 Discussion and Conclusion; References; Chapter 3 Assessing Problem Solving in the Mathematics Curriculum: A New Approach TOH Tin Lam QUEK Khiok Seng LEONG Yew Hoong Jaguthsing DINDYAL TAY Eng Guan; 1 Introduction; 2 Mathematical Problem-Solving Model; 3 Mathematics Practical - A New Paradigm; 4 Mathematics Practical Worksheet; 5 Mathematics Practical Lessons; 6 The Scoring Rubric; 7 Students' Responses and Assessment; 8 Conclusion; References; Appendix A; Appendix BChapter 4 Assessing Conceptual Understanding in Mathematics with Concept Mapping JIN Haiyue WONG Khoon Yoong1 Introduction: What and Why of Concept Mapping; 2 Types of Concept Mapping Tasks; 2.1 High-directed concept mapping tasks: Fill-in-the-map; 2.2 Semi-directed concept mapping tasks; 2.3 Low-directed concept mapping tasks: Free-style mapping; 3 Training on Concept Mapping; 4 Classroom Applications of Concept Map; 4.1 Using concept map to detect students' prior knowledge; 4.2 Using concept map to evaluate learning outcomes; 4.3 Using concept map to track students' progress in learning4.4 Constructing concept maps as a learning strategy5 Evaluation of Student-Constructed Concept Maps; 5.1 Links between concepts; 5.2 Nature of the whole map; 6 Conclusions; References; Chapter 5 Using Journal Writing to Empower Learning Berinderjeet KAUR CHAN Chun Ming Eric; 1 Introduction; 2 Review of Literature; 3 Two Types of Journal Writing in the Mathematics Classroom; 3.1 Free writing; 3.2 Writing from a prompt; 4 Rubrics for Grading Journals; 4.1 Analytic scoring rubric; 4.2 Holistic scoring rubric; 5 Implementing Journal Writing in your Classroom - Potential Pitfalls5.1 The potential for teacher to hurt student's feelings5.2 Possible loss of instructional time to teach the syllabuses; 5.3 Tremendous increase in the marking load of the teacher; 5.4 What to grade? Language or mathematics content; 6 Concluding Remarks; Acknowledgement; References; Chapter 6 Implementing Alternative Assessment in the Lower Primary Mathematics Classroom YEO Kai Kow Joseph; 1 Introduction; 2 Assessment Practices in Mathematics Classrooms; 3 Suggested Alternative Assessment Practices for the Lower Primary Mathematics Classroom; 3.1 Practical tests; 3.2 Oral presentations3.3 Journal writingThe third in the series of yearbooks by the Association of Mathematics Educators in Singapore, Assessment in the Mathematics Classroom is unique as it addresses a focused theme on mathematics education. The objective is to encourage teachers and researchers to include assessment of non-cognitive attributes and to use techniques in addition to paper-and-pencil tests that focus on typical problems. Several renowned international researchers in the field have published their work in the book. The thirteen chapters of the book illustrate evidence-based practices that school teachers and researcherYearbook (Association of Mathematics Educators (Singapore)) ;2011.MathematicsStudy and teachingSingaporeMathematical abilityTestingMathematicsStudy and teachingMathematical abilityTesting.510.71Kaur Berinderjeet1955-874790Wong Khoon Yoong1558175MiAaPQMiAaPQMiAaPQBOOK9910789068603321Assessment in the mathematics classroom3822322UNINA