Presentation Transcript
Slide 1:1 Assessing
Mathematical
Achievement
Slide 2:2 RESEARCH QUESTION 1
List 2 main factors that you feel are helping you achieve good practice in the marking and assessment of your pupils’ mathematics work.
Slide 3:3 Strengths
Tests
Homework
Class Discussion
Marking of Pupils’ Work
Students’ Monitoring
Slide 4:4 Strengths
Marking schemes
Special homework on topic
Assessment
Collaboration with others
Record of work
Slide 5:5 Strengths
Coursework/assignment
Units covered at University and in Inset.
Use of spreadsheets
Being open-minded
Setting
Slide 6:6 Implications
Teachers make use of formative assessment to improve their teaching and learning of Mathematics.
The regular assigning of work to pupils helps the teaching and learning of Mathematics.
Collaboration with others lead to the sharing of teaching experiences.
Slide 7:7 Research Question 2
List 2 main factors that you feel are hindering you achieve good practice in the marking and assessment of your pupils’ mathematics work.
Slide 8:8 Weaknesses
Carelessness
Not enough time
Large amount of HW to correct.
Syllabus is too vast
Absenteeism
Slide 9:9 Weaknesses
Not sure that the pupils did the work themselves
Students with diverse learning abilities
Large number of students in class
Marking
Language problem
Slide 10:10 Weaknesses
No guide to mark and assess students
Trained as a primary teacher
Class correction
Lack of information about previous mathematical achievement.
Mathematics too challenging-pupils give up easily.
Slide 11:11 Implications
The syllabus is too vast for some of the students.
Mathematics lessons that are lost as other activities are held during the time that is officially assigned to mathematics teaching.
Marking the students’ work is difficult when teachers have a full load.