Mathematics Assessment Research Articles

Analisisis Assesmen Autentik Pembelajaran Matematika Sekolah Dasar

Learning and assessment are inseparable parts because educators and students need to understand the intended competencies so that the planning, process, and evaluation of learning can be attempted by educators to achieve these competencies. Elementary School Mathematics” which is about (1) the implementation of authentic assessments of elementary school mathematics learning; (2) The benefits of authentic assessment of elementary school mathematics learning; (3) The impact of an authentic assessment of elementary school mathematics learning. This research uses a qualitative method with a case study approach. The data collection techniques used in this study were interviews and observations of 6 teachers from two different schools, namely SDN LULUT 05 and SDN LULUT 02, in this study, it was found that each teacher had their way of implementing authentic assessments in learning elementary school mathematics which is adjusted to what will be measured (cognitive, affective, psychomotor aspects), learning outcomes, learning objectives and materials, assessments or assessments of students in the learning process are of increasing quality. And the positive impact obtained increases learning motivation improves the quality of learning, fosters critical thinking skills and analysis, and improves students' ability to solve problems related to mathematics.

Assessment of mathematics teaching units in the 7th and 8th grades of basic education: how effective are they in meeting SENAFOR (National Training Service) expectations?

Cette recherche a pour objectif de faire l’état de lieu des unités pédagogiques de mathématique enfin de découvrir l’impact du service de SENAFOR (Service National de Formation) sur le terrain particulièrement dans la province éducationnelle Mont-Amba Pool Lemba II. Pour ce qui est du présent travail, nous avons opté pour la méthode fonctionnaliste qui nous a permis d’analyser la fonction capitale que joue la cellule de base dans les écoles pour faire fonctionner les unités pédagogiques qui jouent un rôle moteur sur la formation continue des enseignants qui à leurs tours assurent la qualité de l’enseignement particulièrement dans le domaine des mathématiques au sein des écoles de la province éducationnelle de Mont-Amba dans le pool éducationnel Lemba II. Il ressort de nos recherches que le service du SENAFOR n’est pas efficace sur le terrain d’après les objectifs pédagogiques assignés dans son arrêté départemental du SENAFOR n°DPS (CCE) 001/022/84 du 17 mars 1984 particulièrement dans le domaine de mathématique. Mots clés: état de lieux, unités pédagogiques, SENAFOR, mathématiques, éducation de base

Inclusione dei migranti neoarrivati in Scienze e Matematica: l’approccio della valutazione aumentata

This paper focuses on the inclusion of newly arrived migrants in Europe, reporting on the project “Augmented Assessment” (ERASMUS+/KA3). The project aims to narrow the assessment gap that results from barriers between those students and their teachers. The project’s theoretical orientations and the pedagogical approach guided the creation of an Augmented Assessment Training Course and Library. This paper explores primary and secondary teachers’ initial reflections and perceptions on piloting the proposed Augmented Assessment approach with newly arrived migrant students and how this approach could help them to perform a more inclusive assessment in Science and Mathematics. Results from the analysis of reflective diaries are presented and discussed in relation to existing international literature, and some initial conclusions are drawn.

Progressive Achievement Tests (PAT) mathematics: Addressing issues of equity

Rangahau Mātauranga o Aotearoa / New Zealand Council for Educational Research (NZCER) is refreshing the PAT mathematics assessments. As the owners and administrators of PATs and strong proponents of Te Tiriti o Waitangi, NZCER has a responsibility to ensure our assessments evolve and reflect the unique context of Aotearoa New Zealand. The following article outlines the PAT mathematics voyage as we refresh our assessments to be more equitable, culturally relevant, authentic, and accessible for diverse learners in Aotearoa New Zealand. Concepts of whakatere tōmua—wayfinding—anchor this refresh mahi and our aspirations for this complex journey of change.

Teacher Performance in Carrying out Cognitive Assessments in Mathematics Learning at State Junior High Schools in the District of Makassar City

This research uses a qualitative approach with the aim of knowing the teacher’s performance in conducting assessments in accordance with learning mathematics to achieve certain competencies in public junior high schools in the Makassar district. Data collection technique using documentation technique, observation technique, and interview technique. The research subjects were 3 mathematics teachers at Rappocini Middle School, Makassar District. The results of the study show that the teacher’s performance in planing cognitive assessments in mathematics at state Junior High School in the makassar city district is able to develop assessments tools that are in accordance with learning objective to achieve certain comptencies as written in the lesson plans. Meanwhile, teacher performance in carrying out cognitve assessments in the subject of mathematics in public middle schools in the district of Makassar city, namely carrying out assessments with various assessmnets technique and announcing the results and their implications for students, regarding the level of understanding of the learning material that has been and will be studied. Teacher performance in analyzing appropriate cognitive assessments by learning mathematics to achieve certain competencies in state Junior High School throughout the District of Makassar City, namely partly analyzing the results of the assessments to identify diffuclt basic indicators/competencies so that the strengths and weaknesses of each studnets are known for remedial and enrcihment purpose. The teacher’s performance in reflecting on the results of cognitive assessments in accordance with learning mathematics achive certain competencies in public middle schools in the district of Makassar City, namely that they have not maximaized/utilized input from students so that they do not reflect enough to imprive learning.

The analysis of TIMSS 2015 data with confirmatory mixture item response theory: A multidimensional approach

In this study, we illustrated an application of the confirmatory mixture IRT model for multidimensional tests. We aimed to examine the differences in student performance by domains with a confirmatory mixture IRT modeling approach. A three-dimensional and three-class model was analyzed by assuming content domains as dimensions and cognitive domains as item groups. We estimated the item performance differences among the students through structural parameters. There were 463 students from Turkey and 880 students from Canada who participated in the TIMSS 2015 4th-grade mathematics assessment. Results for Turkey indicated, students in Class 2 had better performance in knowing and reasoning compared to those in Classes 1 and 3. Students in Class 2 and Class 3 were similar in applying math concepts compared to students in Class 1. For the Canadian sample, students in Class 2 had better performance in knowing, applying, and reasoning compared to those in Class 1 and 3. Also, Class 3 students were better at applying domain than Class 1. Also, mean values were obtained for all content domains in the two countries. Confirmatory mixture IRT modeling approaches appear to differentiate students’ mathematics competencies.

Assorted kerosene-based nanofluid across a dual-zone vertical annulus with electroosmosis

The goal of this numerical simulation is to visualize the electroosmotic flow of immiscible fluids through a porous medium in vertical annular microtubes. The inner region (Region I) is filled with an electrically conducting hybrid nanofluid while an electrically conducting Jeffrey fluid is flowing in the second region (Region II). The chosen nanofluid is kerosene-based and the nanoparticles (Fe3O4-TiO2) are of a spherical shape. A strong zeta potential is taken into account and the electroosmotic velocity in the two layers is considered too. The annular microtubes are subjected to an external magnetic field and an electric field. The linked nonlinear governing equations with initial, interface and boundary conditions are solved using the finite difference method. The wall zeta potential and EDL thickness on the electric potential distribution, the velocity profile, the volumetric flow rate and the heat transfer are investigated versus the parameters under consideration. Graphs have been used to describe the numerical results of numerous emerging factors. It has been noticed that the temperature is the least for the clear fluid than the that of the non-clear one. Due to the fact that oil-based nanofluids are utilized to improve the stability and thermophysical characteristics of nanofluids when they are subjected to high temperatures, the proposed study presents a mathematical assessment that is sought to be useful in oil-based nanoflows' applications.

Mathematical Assessment of Combined Standard Uncertainty of Measurements in Using Concentration Ratio Calibration in Inductively Coupled Plasma Atomic Emission Spectrometry

The mathematical assessment of effect of uncertainty components on measurement results in using concentration ratio calibration in inductively coupled plasma atomic emission spectrometry was performed. Formulas for the calculation of the relative standard uncertainty for different components were derived. It was shown that, in different scenarios of using concentration ratio calibration, the combined standard uncertainty basically depends on the repeatability of the determination of the intensity ratio of the analytical line of a test element to the line of the main matrix component of the sample

Mathematical Assessment of Combined Standard Uncertainty of Measurements in Using Concentration Ratio Calibration in Inductively Coupled Plasma Atomic Emission Spectrometry

Mathematical Assessment of Combined Standard Uncertainty of Measurements in Using Concentration Ratio Calibration in Inductively Coupled Plasma Atomic Emission Spectrometry

Assessing Mathematical Higher-Order Thinking Skills: An Analysis of Turkish University Entrance Examinations

ABSTRACT Internationally, mathematics education reform has been directed toward characterizing educational goals that go beyond topic/content/skill descriptions and develop students’ problem solving. The Revised Bloom’s Taxonomy and MATH (Mathematical Assessment Task Hierarchy) Taxonomy characterize such goals. University entrance examinations have been seen as one way of accomplishing these goals and influence learning, teaching, and assessment in mathematics. The present study analyzed mathematics items (N = 1077) in Turkish university entrance examinations in 1998-2013 and objectives (N = 621) in mathematics curricula in 2005, 2011, and 2013 to determine the extent to which they represent the dimensions/categories of these taxonomies and the degree to which items are aligned with objectives in terms of reflecting the dimensions/categories of these taxonomies. The findings reveal that the items demand, to a large extent, automated computational skills; this is also evident in the relevant mathematics curricula. Implications for practice are discussed and could play a role in reforming assessment.

Increasing the Open Education Resources Capacity of Precalculus Courses at York College and Queensborough Community College

This paper presents a case study conducted by two universities seeking to explore Open Education Resources (OER) in their precalculus course. Students not only gained access to their textbook for free on the first day of class, but also Lumen OHM, an online mathematics assessment platform. The majority of students involved in the study were satisfied with the textbook, characterizing it as useful, accessible, and affordable, and agreeing that they would be very likely to register for a future course with an online text like that used in the course. This study also found that when comparing OER to non-OER settings using the final exam scores, for the most part, there was no significant difference observed in the learning outcomes. Based on these findings, the researchers believe that there is no need to continue teaching with costly physical textbooks when students can achieve the same academic level results with OER.

The Novelty Effect on Assessment Interventions: a Qualitative Replication Study of Oral Performance Assessment in Undergraduate Mathematics

This paper reports on a qualitative replication study investigating the impact of the novelty effect on findings from interventions about the assessment of mathematics at university. The replication study used the same data collection tools of a previous study on oral assessment of mathematics, but data were collected in a context where oral assessment is the norm. We aimed to find whether the results of the two studies were comparable and whether there was plausible evidence of an impact of novelty effect on the findings of the original study. The findings of the current study appear to be comparable to those of the original study. Students associate oral assessment with the assessment of conceptual understanding and written assessment with the assessment of procedures; they report being more anxious about the oral assessment, but they perceive oral assessment as a better learning experience than closed book exams. However, in a culture where oral assessment is the norm, we found students engaging with learning also following considerations of the difficulties of other modules taken in the same period of their degree. Finally, in this culture, oral communication of mathematics is also much valued.

Unpacking Response Process Issues Encountered When Developing a Mathematics Teachers’ Pedagogical Content Knowledge (PCK) Assessment

ABSTRACT It is essential for items in assessments of mathematics’ teacher knowledge to evoke the desired response processes – to be interpreted and responded to by teachers as intended by item developers. In this study, we sought to unpack evidence that middle school mathematics teachers were not consistently interacting as intended with constructed response (i.e. open-ended) items designed to assess their pedagogical content knowledge (PCK). We analyzed recent data derived from think-aloud interviews with 13 teachers involving 38 assessment items designed to tap PCK regarding proportional reasoning. Five key issues associated with undesired response processes were identified: (1) scenarios provided insufficient information, (2) content knowledge (CK) and PCK elements were confounded, (3) questions asked about the scenarios lacked specificity, (4) items contained distracting text and/or visual elements, and (5) differences between math education research and classroom teacher work cultures led to unanticipated interpretations of items. These issues were associated with teacher responses that were problematic (e.g. vague, off topic, etc.). In addition, we suggest that obtaining response process evidence is critical, and the way it is obtained may impact the average difficulty of the final pool of assessment items developed.

ANALISIS KESIAPAN BELAJAR SISWA DALAM MENGIKUTI PROSES PEMBELAJARAN MATEMATIKA PADA MASA PASCA PANDEMI

This study aims to describe students' learning readiness in participating in the mathematics learning process during the post-pandemic period. This type of research is a qualitative descriptive research. The subjects of this study were all students in class V at UPT SDN 51 Yosowilangon Gresik, which consisted of 27 students. Data collection techniques for student learning readiness use observation, interviews and documentation. The results showed that students did not have good learning readiness in participating in the mathematics learning process and student learning outcomes were still low. This can be seen from the results of daily mathematics tests, students who get good grades are still 45% of the total students, and for the midterm assessment (PTS) in mathematics it is known that out of 27 students, all students still get scores below the KKM. And the factors that affect the learning readiness of class V UPT SDN 51 Gresik students consist of physical, mental, and emotional conditions, conditions of needs, motives and goals as well as conditions of knowledge, but the factors that are very dominant in influencing student learning readiness in the process of learning mathematics are condition of student knowledge. It can be seen from the 27 students of class V UPT SDN 51 Gresik, there were 22 students who stated that the students did not understand the material explained by the teacher because they had not previously been prepared or had not studied at home.

Evaluating Mathematical Literacy Among Pupils Using Early Grade Mathematics Assessment in East Sumba

This study aims to evaluate the level of mathematical literacy among elementary school-aged children in one of the schools in Lewa Paku District, East Sumba Regency. This research employed a mixed method of quantitative and qualitative approaches. The participants in this study were 20 students (10 students with good grades and ten students with poor grades in class), teachers, the school principal, and the head of the Education Office of East Sumba. The research instruments were mathematical tests adapted from the Early Grade Mathematics Assessment (EGMA), key informant interview guidance applied to all the participants, and observation during the learning processes. The quantitative data was analyzed using the descriptive technique, while the qualitative collected data was processed by data reduction, data display, and conclusion. The findings showed that the mathematical literacy of the fifth grade was in a low category. Factors affecting the student's math skills were less learning media, less conducive classes, limited, outdated, and unattractive printed textbooks, inadequate learning and teaching facilities, and less trained teachers. This research finding provides relevant and timely information to support students' achievement by adjusting policies, reforming curricula or programs, and instructional practices. Also, the policymaker can evaluate the effectiveness of the current education programs to decide on better interventions in supporting the students to improve their understanding of early math concepts.

Assessment Practices for Teaching and Learning of Mathematics: The Perception of Pre-service Teachers in District Khairpur, Sindh Pakistan

Mathematics plays a vital role in academics as well as in the everyday lives of individuals. Moreover, it is considered the most complicated and tough academic subject among students due to its complexity. Whereas, in terms of teaching and assessment strategies, mathematical conceptualization is also one of the most challenging aspects among teachers. In the classroom, mostly pedagogical and traditional assessment practices develop students' negative attitudes towards mathematics. Similarly, assessment in mathematics is an integral part of teaching and learning, but it is usually viewed as a problematic part of the instructional task. There is considerable evidence that teachers' beliefs about mathematics assessment impact their teaching of mathematics. This study aims to identify the perceived approaches to assessment in the mathematics classroom and analyze the effective domains of assessment in the mathematics classroom by pre-service teachers in Khairpur. Therefore, to explore this perspective, this study has been conducted with pre-service teachers to analyze their perceptions regarding assessment practices for mathematics. The qualitative research methods employed in this study and the qualitative data collected through a structured interview protocol. The sample of study comprises five pre-service teachers from district Sukkur, Sindh. In an effort to address the research questions, thematic analysis has been used. Furthermore, the findings of this study indicated that the different perceptions of pre-service teachers about assessment in mathematics range from traditional to constructive, which highlights the importance of teaching approaches that focus on formative assessment in the math classroom along with summative assessment in a constructive way. It is recommended that formative assessment be used during the teaching and learning process of mathematics because formative assessment is more effective than summative assessment.Moreover, the study suggests that teachers should adopt some effective strategies for assessment of mathematics.

Evaluation of the main parameters of the compartmental model of the epidemic development based on the example of the spread of the COVID-19 pandemic in Chernivtsi region

The paper considers the application of the theoretical model of epidemiological development of COVID-19 disease among the regional population based on the statistical data in Chernivtsi region of Ukraine for the period from March 2020 to June 2021. Using these data, a mathematical assessment of the values of the main parameters of the compartmental model (SIR) β and γ was performed and the analysis of the relationship between the values of β and γ and antiepidemiological measures was carried out for the region. Determining the parameters β and γ based on available statistics allows us to predict the duration of precautionary measures such as quarantine, lockdown, border closure and predict the effectiveness of their implementation as well. The analysis of statistical data showed the moderate effectiveness of quarantine and lockdown in changing the daily rates of infected and recovered people, while the dynamics of the epidemic development during these periods changed from negative to positive. The introduction of vaccination has shown the significant reduction in the daily rate of infected people and the substantial increase in the daily rate of the recovered people.

How teacher-student closeness and conflict contributes to mathematical problem solving in Chinese adolescents: a multilevel moderated mediation model of self-efficacy and school climate.

The current study investigated how and when two different aspects of teacher-student relationship (TSR; closeness and conflict) influence students' mathematical problem solving ability. Participants were 9163 eighth-grade Chinese adolescents (53.5% male) nested in 908 schools, who took part in a standard mathematics assessment and survey using student questionnaires that were all developed by the Collaborative Innovation Center of Assessment toward Basic Education Quality (CICA-BEQ) in China in 2015. The results indicated that (a) after controlling the factors of gender and SES, teacher-student closeness had a significant and positive effect on mathematical problem solving, while teacher-student conflict did not, (b) the mediating role of mathematical self-efficacy in the relationships of TSRs and mathematical problem solving was confirmed, and (c) school climate negatively moderated the indirect relationships between TSRs and mathematical problem solving.

Evaluating the Consequential Validity of the Research-Based Early Mathematics Assessment

Consequential validity (often referred to as “test fairness” in practice) is an essential aspect of educational measurement. This study evaluated the consequential validity of the Research-Based Early Mathematics Assessment (REMA). A sample of 627 children from PreK to second grade was collected using the short form of the REMA. We conducted two sets of analyses with different foci (item- or scale-level) for validation: differential item functioning (DIF) and consequential validity ratio (CVR) analyses. The analyses focused on the demographic subgroups of gender, English Language Learner status, and race/ethnicity. We found a low percentage of DIF items (less than 3%) and high CVRs (ranging from 96 to 98%). Both findings support the consequential validity and thus “fairness” of the REMA.

Students’ ability to use geometry knowledge in solving problems of geometrical optics

Problem-solving is an essential part of teaching, learning, and assessment of physics and mathematics. The continuing educational reforms have a deep impact on everyday teaching as well as working with talented students. In the Macedonian educational system, the curricula do not explicitly point out the connection between mathematics and physics, but findings show that if the students do not understand the connection, they have problems adopting the knowledge. The gap that appears in applying geometry subsists even among talented students. When solving problems of geometrical optics, besides physics, it is inevitable that students use the standard geometrical apparatus. Even when the basics of physics are well known, possible mathematical mistakes often lead to wrong results in the given problems in physics. Here we demonstrate such an example of a selected problem from Macedonian state competitions in physics. The case study investigates two samples of students, 18 primary school students and 67 high school students, involved in State physics competitions in the year 2016. The selected problems have similar demands.