Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/15686
Title: 
Using journal writing as an alternative assessment in Junior College mathematics classrooms
Authors: 
Issue Date: 
Nov-2003
Citation: 
Yeo, S. M., & Fan, L. (2003). Using journal writing as an alternative assessment in Junior College mathematics classrooms. In Research in and on the classroom: ERAS Conference 2003 Proceedings (pp. 383-393). Singapore: Educational Research Association of Singapore.
Abstract: 
This study investigates the effects of using journal writing in Singapore’s junior
college mathematics classrooms. Fifty second year students in a junior college took part
in the study for thirteen weeks. Data were collected from two questionnaire surveys,
students’ journal entries, interviews with students and fieldnotes. Results suggest that
journal writing can provide teachers with rich and valuable information on students’
learning in mathematics in both cognitive and affective domains; it can serve as a
powerful way of communication between students and teachers; and in particular it can
help teachers to reflect on and improve their instruction. The study shows that it is
feasible for teachers to implement journal writing as an alternative assessment in junior
college mathematics classrooms.
Description: 
This paper was published in the Proceedings of ERAS Conference held in Singapore from 19-21 November 2003
URI: 
Appears in Collections:Conference Papers

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