LEADER 05532nam 2200673 a 450 001 9910789068603321 005 20230725052607.0 010 $a1-283-43400-8 010 $a9786613434005 010 $a981-4360-99-6 035 $a(CKB)3400000000016748 035 $a(EBL)840618 035 $a(SSID)ssj0000990550 035 $a(PQKBManifestationID)11541516 035 $a(PQKBTitleCode)TC0000990550 035 $a(PQKBWorkID)10987930 035 $a(PQKB)10152017 035 $a(MiAaPQ)EBC840618 035 $a(WSP)00008216 035 $a(Au-PeEL)EBL840618 035 $a(CaPaEBR)ebr10524604 035 $a(CaONFJC)MIL343400 035 $a(OCoLC)778434593 035 $a(EXLCZ)993400000000016748 100 $a20120208d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aAssessment in the mathematics classroom$b[electronic resource] $eyearbook 2011 Association of Mathematics Educators /$feditors, Berinderjeet Kaur, Wong Khoon Yoong 210 $aSingapore $cWorld Scientific$d2011 215 $a1 online resource (304 p.) 225 1 $aYearbook ;$v2011 300 $aDescription based upon print version of record. 311 $a981-4360-97-X 320 $aIncludes bibliographical references. 327 $aContents; 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 level 327 $a3.2 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 B 327 $aChapter 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 learning 327 $a4.4 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 Pitfalls 327 $a5.1 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 presentations 327 $a3.3 Journal writing 330 $aThe third in the series of yearbooks by the Association of Mathematics Educators in Singapore, Assessment in the Mathematics Classroom is unique as it addresses a focused theme on mathematics education. The objective is to encourage teachers and researchers to include assessment of non-cognitive attributes and to use techniques in addition to paper-and-pencil tests that focus on typical problems. Several renowned international researchers in the field have published their work in the book. The thirteen chapters of the book illustrate evidence-based practices that school teachers and researcher 410 0$aYearbook (Association of Mathematics Educators (Singapore)) ;$v2011. 606 $aMathematics$xStudy and teaching$zSingapore 606 $aMathematical ability$xTesting 615 0$aMathematics$xStudy and teaching 615 0$aMathematical ability$xTesting. 676 $a510.71 701 $aKaur$b Berinderjeet$f1955-$0874790 701 $aWong$b Khoon Yoong$01558175 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910789068603321 996 $aAssessment in the mathematics classroom$93822322 997 $aUNINA