Abstract
Problem-solving and problem-posing have become important cognitive activities in teaching and learning mathematics. Many researchers argued that the traditional way of assessment cannot truly reveal what the students learnt and knew. Authentic assessment was used as an alternative method in assessing the students’ mathematical learning. A performance rubric is an appropriate tool in examining students’ ability to solve and pose mathematical problems.
Highlights
The shift in learning theory from behaviourism to constructivism has had an enormous impact on the teaching and learning of mathematics (Hatfield, Edwards, Bitter, & Morrow, 2003)
A discussion on appropriate tools is presented for assessing student performance in mathematical problem-solving and problem-posing
The paper begins with a brief summary of problem-solving and problem-posing tasks and activities that influence the need of authentic assessments
Summary
The shift in learning theory from behaviourism to constructivism has had an enormous impact on the teaching and learning of mathematics (Hatfield, Edwards, Bitter, & Morrow, 2003). In order to make the learning of mathematics meaningful, teachers are responsible for choosing and posing tasks that engage students actively in building their understanding, mathematical thinking, and confidence (Kulm, 1994). The use of authentic assessment tools to measure students’ learning is critically needed in mathematics. A discussion on appropriate tools is presented for assessing student performance in mathematical problem-solving and problem-posing. The paper begins with a brief summary of problem-solving and problem-posing tasks and activities that influence the need of authentic assessments. The focus will be on the use of performance rubrics for examining a student’s ability to solve and pose mathematical problems. The advantages and disadvantages of using performance rubrics for mathematics assessment will be discussed, and followed by some concluding remarks
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