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Problem-based tasks as a measure of higher order-thinking skills in primary school mathematics
Author
Tan, Bee Bee
Supervisor
Quek, Khiok Seng
Abstract
Curriculum and assessment in Singapore are moving away from emphasis on mastery of content to one that will give students more opportunities to acquire thinking and learning skills. A process-oriented assessment framework with emphasis on problem-solving processes is a useful guide for teachers crafting mathematical problem tasks that measure Higher-Order Thinking Skills (HOTS). In view of this, a process-oriented Table of Specifications (TOS) was developed in the present study to serve as a practical guide for teachers to help them crafting valid and reliable assessment tasks that measured HOTS.
The present study intended to gather evidence to show that Problem-based Tasks (PBTs) crafted according to Process-oriented Table of specifications (TOS), were able to assess students' higher-order thinking skills (HOTS) in mathematics problem solving. It also intended to find out students' and teachers' perception towards the use of PBTs in classroom. The relationship between the scores obtained from traditional paper and pencil tests and PBTs was also examined.
In the present study, 3 Problem-based Tasks (PBTs) were crafted with the guide of the Process-oriented TOS. The Process-oriented TOS used in the present study was modified from a mathematical problem-solving assessment model constructed by Lester and Kroll (1990). The PBTs which intended to assess the students' HOTS in problem solving were administered to an intact class of 39 mix-ability primary four students from a government-aided school in the second half of the academic year. A scoring rubric and assessment profile were developed to score the students' responses and tabulate the scores obtained. The Student Questionnaire and Teacher Questionnaire were developed to find out the students' and teachers' perception to the PBT and Process-oriented TOS in the present study. The survey questionnaires were validated statistically, while instrument like the PBT and the scoring rubric were validated by an independent rater. All the instruments were found to be reasonably reliable.
The students' responses to the Student Questionnaire showed that majority of the students in the present study were very positive and receptive to the use of PBTs in their mathematics classroom. The students' responses to the 3 PBTs indicated that they were measuring HOTS as they allowed the teachers to infer the students' thinking processes in completing the problem and identified the area that the students need remediation. It was found that the Mathematics paper-and-pencil tests scores were positively correlated with the PBTs. This implied that teachers could infer a student's performance in Mathematics paper-and-pencil test based on his or her performance in PBTs and vice versa. In all, the findings in the present study suggested the use of PBT as a formative assessment in measuring students' HOTS in primary mathematics classroom.
The present study intended to gather evidence to show that Problem-based Tasks (PBTs) crafted according to Process-oriented Table of specifications (TOS), were able to assess students' higher-order thinking skills (HOTS) in mathematics problem solving. It also intended to find out students' and teachers' perception towards the use of PBTs in classroom. The relationship between the scores obtained from traditional paper and pencil tests and PBTs was also examined.
In the present study, 3 Problem-based Tasks (PBTs) were crafted with the guide of the Process-oriented TOS. The Process-oriented TOS used in the present study was modified from a mathematical problem-solving assessment model constructed by Lester and Kroll (1990). The PBTs which intended to assess the students' HOTS in problem solving were administered to an intact class of 39 mix-ability primary four students from a government-aided school in the second half of the academic year. A scoring rubric and assessment profile were developed to score the students' responses and tabulate the scores obtained. The Student Questionnaire and Teacher Questionnaire were developed to find out the students' and teachers' perception to the PBT and Process-oriented TOS in the present study. The survey questionnaires were validated statistically, while instrument like the PBT and the scoring rubric were validated by an independent rater. All the instruments were found to be reasonably reliable.
The students' responses to the Student Questionnaire showed that majority of the students in the present study were very positive and receptive to the use of PBTs in their mathematics classroom. The students' responses to the 3 PBTs indicated that they were measuring HOTS as they allowed the teachers to infer the students' thinking processes in completing the problem and identified the area that the students need remediation. It was found that the Mathematics paper-and-pencil tests scores were positively correlated with the PBTs. This implied that teachers could infer a student's performance in Mathematics paper-and-pencil test based on his or her performance in PBTs and vice versa. In all, the findings in the present study suggested the use of PBT as a formative assessment in measuring students' HOTS in primary mathematics classroom.
Date Issued
2005
Call Number
QA14.S55 Tan
Date Submitted
2005