Reflection practice
I understand that many of the assessment requirements that need to be achieved by teachers stem from external stakeholders who have different vested interests. Parents of students, members of the public and the DEC need to have measures of how students are being taught and how well they are learning. Unfortunately, I have not always seen that the methods of measure and assessment that are being used on our students are a true reflection of what they have learnt.
From the perspective of a teacher in a classroom, there are many ways that one can test whether students have understood and have retained what they have been taught. In the subject of mathematics this is less subjective that it may be in some other subjects and we often rely on students showing their understanding by being able to complete tasks set in tests involving the solving of various mathematical problems.
I would expect as a mathematics teacher to provide opportunities in the context of the everyday classroom activities for students to demonstrate their learning. This could be done in addition to planned assessment events.
Assessment should reflect my belief that all students can improve and involves setting learning goals with the students. This will help students to know what they are aiming for. Students can be involved in self and peer assessment. Assessment should provide feedback that helps students understand the next steps in their learning and make sure they know how they can achieve them. Assessment is an essential part of teaching and learning and should be done so as to involve teachers, students and parents being able to reflect on assessment data.
My questions:
If setting a test for a particular topic in mathematics, what type of rubric do you use?
Do you teach the students that they should ‘explain’ what they are doing throughout their working?
Does this allow you to see their thought process and enable you to award marks based on the fact that they understand the concepts but may have made one error so will have an incorrect final answer? (Would be modified depending on a yes or no answer).
From the perspective of a teacher in a classroom, there are many ways that one can test whether students have understood and have retained what they have been taught. In the subject of mathematics this is less subjective that it may be in some other subjects and we often rely on students showing their understanding by being able to complete tasks set in tests involving the solving of various mathematical problems.
I would expect as a mathematics teacher to provide opportunities in the context of the everyday classroom activities for students to demonstrate their learning. This could be done in addition to planned assessment events.
Assessment should reflect my belief that all students can improve and involves setting learning goals with the students. This will help students to know what they are aiming for. Students can be involved in self and peer assessment. Assessment should provide feedback that helps students understand the next steps in their learning and make sure they know how they can achieve them. Assessment is an essential part of teaching and learning and should be done so as to involve teachers, students and parents being able to reflect on assessment data.
My questions:
If setting a test for a particular topic in mathematics, what type of rubric do you use?
Do you teach the students that they should ‘explain’ what they are doing throughout their working?
Does this allow you to see their thought process and enable you to award marks based on the fact that they understand the concepts but may have made one error so will have an incorrect final answer? (Would be modified depending on a yes or no answer).