Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/68
Title: 
Assessing mathematics learning outcomes through performance based tasks
Authors: 
Issue Date: 
2005
Citation: 
Ang, K. C., Boo, H. K., & Toh, K. A. (2005). Assessing mathematics learning outcomes through performance based tasks. The Mathematics Educator, 8(2), 19-33.
Abstract: 
Relatively little is known about pupils' ability in applying mathematical concepts to solving hands-on problems. With the mode of assessment remaining largely unchanged over the last decade, teacher's perceptions of their pupils' hands-on performance ability relies much on the traditional pen-and-paper tests which may not be sufficient in assessing the application skills of individual pupils. This paper reports on a study which was aimed at finding out pupils' strengths and weaknesses in approaching such hands-on problems in mathematics. Such information could be useful in helping classroom teachers customise their lessons in a way that would enhance pupil learning and problem-solving. Five-hundred-and-four students from 14 intact classes of five mainstream primary schools took part in the study. Five mathematics-related performance assessment tasks replicated from the TIMSS-95
Performance Assessment sub-study were used as the main instrument for data collection and analysis.
URI: 
ISSN: 
0218-9100
Appears in Collections:Journal Articles

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