Prepared By:

Farah Binti Hambali Nurul Aniza Binti Rosli

Japanese Context
Students academic ability : should not be measured by the quantity of knowledge acquired Should rather be assessed by whether or not they have acquired zest of living (such as the ability to learn and think independently)
Ministry of Education, Culture, Sports, Science and Technology 1998

 Improvement of evaluation method is expected to

contribute to the development of a childs will to learn and ability to think, judge and express. In Japanese School System, students learning in each subject area is evaluated from 4 different viewpoints:
Interest 2. Eagerness 3. Attitudes 4. Knowledge and understanding of subject matter
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 In mathematics, 4 categories for assessing students

performance are use to evaluate academic achievement of students:

Interest in, eagerness for , and attitudes toward mathematics. 2. Mathematical ways of viewing and thinking. 3. Ability of representing and processing mathematical object. 4. Mathematical knowledge and understanding.
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Inclusion of Others in a Written Assessment Task: Toward Gathering Indepth Data of Students Learning

 Assessment: The process of gathering evidence about a students knowledge of, ability to use and disposition toward mathematics and making inferences from that evidence for variety of purposes. 4 interrelated phases: 1. Plan the assessment 2. Gather evidence 3. Interpret evidence 4. Use the results

How we can Gather rich evidence about a Students Knowledge of, Ability to Use, and Disposition Toward Mathematics to Inform Instruction in Classroom?

 By invite students to pen their: Thoughts Ideas Feelings Inclusion of others often appears. For example, write a

letter and help friends. Authors believes the use of a context in which students have to answer or teach something to others in written task can be a powerful technique for the purpose. others can mean a friend, younger child and even a teacher.

Case study 1: Helping your Friend with Division

 162 students from 5th and 6th grade. The task: One of your best friends, Tanaka, asks you to help him with division. He shows you some division questions that he has done. They look like this:

First check Tanakas answer. If an answer is correct, tick it. If not, write the correct answer underneath it. 2. Create a very hard question which you think Tanaka might be able to answer correctly. Show how he might work out the answer. 3. Write down two questions which you think Tanaka might get wrong. Give the answer Tanaka might give to the questions and show the correct answers. 4. What would you show or tell Tanaka to help him when he is doing division questions? 5. Some of Tanakas answers to the problems at the top of the page are rather vague. Use one of his answers to explain this to him.
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 Results: 1. 88.9% could identify the correct and incorrect solutions.

2. 3. 4.

However 5 students who identified the wrong answers wrote the wrong answers to the problems. Many students could create a questions and answer it correctly. Less than 60% could create examples. Some of the comments are:
Dont miss the zero Lets look back a whole answer when you finish the problem.

5.
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Strategies proposed by students in categories

2. 3. 4.

Pointing out the missing zero Explain the correct procedure Checking by multiplying the answer by the number they have divided. Estimation(students used a round number for estimating the answer)

Discussion
The existence of strategic skills can be assessed

through a task that required students to explain. Even the students who identified the wrong answer correctly gave their own wrong answers. Modes of students explanations of the tasks were quite varied. The comments by students covered a broad range of descriptions.

Case study 2: Sharing Your Idea with Younger Student

 64 eighth grade students from a public junior high school..

The task: Version A: You are planning a soccer tournament involving eight teams. How many games will be played in the tournament, if each team play each other team once? Please describe the answer and how to work out it out.
Version B: Kenta, a fifth grade student, has been put in charge of organizing a soccer tournament, involving eight teams. However, he has been perplexed with how to find the total games, when each team play each other team once. Please tell him the total of games and how to work it out.

 Results: Students responses were examined with respect to three

distinct aspects:
a)

The solution are correct or not:

Students who worked on version B were more successful in solving the task.

b) Types of solution procedures: 1. Drawing picture/diagram 2. Systematic counting 3. Making a table 4. Identifying possible pairs 5. No explanation c)

Modes of explanations:
Visual only Combination of visual and verbal Verbal only Not provided

Discussion
Version B make students work on the task more

carefully than version A did The percentage of students who provided verbal explanations for version B was much higher than those for version A. Majority of the students who worked on Version B described their solutions both visually and verbally while a third of students who worked on Version A provided only a visual or a verbal explanation. Explaining to younger child make the students to describe their solution in teaching mode.

Probing students understanding by showing an unfamiliar method 2. Characterizing students disposition by showing alternative solutions methods 3. Exploring students understanding lies behind knowing how
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Conclusion
Assessment serves many function in our educational

system, but previous forms of assessment focused almost exclusively on testing skills and knowledge in isolation. New form of assessment will be needed to assist teachers to promote these goals and to integrate assessment more closely into day-to-day teaching. The use of a context in which the students have to share something with others in written task can be a powerful technique for the purpose.