Assessment for learning of mathematics

Abstract

In the 21st century assessment is not only done at the end of learning, but also can be integrated directly in the learning process, called assessment for learning. This study explores the effect of it implementation in the process of mathematics learning. The main purpose of this research is to describe the achievement of learning objectives which consists of understanding concepts, reasoning, problem solving, and communicating ideas. Design research, which consists of three steps, preliminary research, prototyping stage, and assessment phase, is the method chosen for designing assessment for learning. The design is tested to 36 students. The implementation of assessment for learning is carried out in three activities. The results of the implementation of it on the achievement of learning objectives are as follows: at the first meeting 6 of 9 groups succeeded. In the second activity all groups achieved the learning objectives, and in the third activity 7 out of 8 groups also did it. This indicates that the implementation of assessment for learning can achieve the learning objectives that have been set very well. Because of that, effect of the design most learners can achieve the learning objectives that have been set. Furthermore, the design facilitates learners to be actively involved in learning activities so that it makes a good interaction between educators with learners, fellow learners, and the atmosphere created in the classroom becomes more positive.