Conceptualizing Teachers’ Understanding of Students’ Mathematical Learning By Using Assessment Tasks  

Oleh:

Lin, Pi-Jen

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: International Journal of Science and Mathematics Education vol. 4 no. 3 (2006), page 545-580.
Topik: learning tasks; assessment tasks; professional development; students' responses

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: II21 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

The study was designed to support teachers on conceptualizing their understanding of students' learning by the use of assessment tasks. A school - based assessment team consisting of the researcher and four third - grade teachers teaching in the same school was set up as a learning context of supporting teachers in developing assessment tasks integral to instruction. The assessment tasks along with students' responses to the task, classroom observations, interviews, routine weekly meetings, teachers' weekly reflective journals, and students' responses to the assessment tasks were the data collected in the study. The teachers' views of using assessment tasks and the generation of assessment tasks were developed in the course of the study. In the process of generating assessment tasks, teachers improved their awareness of students' various solutions and learning difficulties to a specific problem, their awareness of the importance of developing students' critical thinking, and their awareness of where students need to make a remedial instruction.

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