Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18890
Title: 
Authors: 
Keywords: 
Written assessment
Assessment standards
Dimensions of understanding
Cognitive demands
Issue Date: 
2015
Citation: 
Wong, L. F., & Berinderjeet Kaur. (2015). A study of mathematics written assessment in Singapore secondary schools. The Mathematics Educator, 16(1), 19-44. Retrieved from http://math.nie.edu.sg/ame/matheduc/tme/tmeV16_1/TME16_2.pdf
Abstract: 
In Singapore schools, teachers rely heavily on written assessments they
construct themselves assessing students’ learning in mathematics. However, there
are no assessment standards available for them to scrutinize their written
assessments for quality and rigor. Therefore the purpose of this study is to derive
a set of assessment standards to examine the quality of mathematics written
assessment from three secondary schools in Singapore, in particular, the alignment
to relevant dimensions of understanding and cognitive demands. Findings of this
study show that while all the categories of cognitive demands and dimensions of
understanding are represented in the mathematics written assessments, the items
are heavily biased towards assessing knowledge and skills in particular categories
or dimensions. These findings have implications as assessment drives what
students learn. Research has shown that the quality and characteristics of our
mathematics written assessment send a signal to our students whether to take
either a surface approach or a deep approach to learning.
URI: 
ISSN: 
0218-9100
Website: 
Appears in Collections:Journal Articles

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