Using journal writing as an alternative assessment in Junior College mathematics classrooms

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.