Assessment Strategies for Enhancing Students’ Mathematical Problem-solving Skills: A Review of Literature

Fidele Ukobizaba,Gabriel Nizeyimana,Angel Mukuka

doi:10.29333/ejmste/9728

Abstract

Students’ ability to apply mathematical knowledge to various situations has been one of the major concerns in mathematics education research. However, little is known about the assessment strategies that have a substantial contribution to the development of mathematical problem-solving skills in kindergarten children through to upper secondary school students. In this review of existing literature, we discuss the contribution of assessment strategies in the last three decades in strengthening learners’ acquisition of mathematical problem-solving skills. Twenty peer-reviewed conference papers and journal articles published from 1997 to 2020, downloaded from Google Scholar, Academia, and ERIC databases have been analyzed and discussed. Based on this review, it has been noted that the application of assessment strategies such as Structure of the Observed Learning Outcomes taxonomy, Higher-Order Thinking Skills model, performance assessments, authentic assessments, dynamic assessments, and video games-based assessments alongside the learner-centered/active learning methods like problem-based and cooperative learning is bound to strengthen students’ mathematical problem-solving skills.

Highlights

Following the movement of problem-solving in the United States of America (USA) as it expanded worldwide in the 1980s, problem-solving became the central focus in education (Fan & Zhu, 2007; Rosli et al, 2013)
It has been noted that the application of assessment strategies such as Structure of the Observed Learning Outcomes taxonomy, Higher-Order Thinking Skills model, performance assessments, authentic assessments, dynamic assessments, and video games-based assessments alongside the learner-centered/active learning methods like problem-based and cooperative learning is bound to strengthen students’ mathematical problem-solving skills
By calculating the coefficient of HOT development, the findings confirmed that the adaptive complex assessment (ACA) of higher-order thinking skills led to the improvement of students’ mathematical problem-solving skills

Summary

Introduction

Following the movement of problem-solving in the United States of America (USA) as it expanded worldwide in the 1980s, problem-solving became the central focus in education (Fan & Zhu, 2007; Rosli et al, 2013). There is a need for understanding the kind of mathematical skills needed in today’s world and the shifts that should be made in both content and pedagogy for preparing students to acquire relevant 21st-century skills including mathematical reasoning, critical thinking, and mathematical problem-solving (Gravemeijer et al, 2017; Jang, 2016; Turiman et al, 2012). These skills can be developed by employing teaching strategies that actively involve students in the Ukobizaba et al / Assessment for Mathematical Problem Solving Skills Development

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