Tools for assessment in mathematics, observation, rating scale, checklist and few activities to engage students in mathematics class
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The document discusses the importance of direct observation in assessing mathematical skills within classrooms, emphasizing techniques for systematic and objective data collection such as checklists, rating scales, and rubrics. It outlines various activities to engage students and enhance learning, including brainstorming, debates, and the use of graphic organizers. Overall, it highlights the significance of interrelating subjects and fostering responsible learning through diverse observational methods.
Tools for assessment in mathematics, observation, rating scale, checklist and few activities to engage students in mathematics class
- 1. Observation: Direct observation has been used as a way to assess mathematical skills since establishment of formal classrooms, Mathematics involve step by step procedures We can observe abilities to communicate mathematically Apply Mathematics concepts and skills,. Solve problems and work with others
- 2. How to do that Effective and efficient means for collecting observation information include: ● Determining what skills or comprehensions are to be assessed ● Carrying paper and a pen for recording observations ● Using a checklist of desired behaviours and actions ● Using a video camera to record observations Why this ● To collect the information systematically ● With objectivity
- 3. Example
- 4. Few more 1. Anecdotal Record 2. Checklist 3. Rating scale (an extended form of checklist) 4. Rubric 5. Portfolio
- 5. Checklist It is an observational technique ● It offers systematic ways of collecting data about specific ● Behaviour ● Knowledge ● Performance and skills ● It has two parts statement and response yes/No
- 7. Rating scale Rating scales are extended form of checklists. ● We create standard criteria for evaluating a performance and each standard has a definite level of competence ● We rate according to how well they can perform ● Not by comparing with others but comparing with standards (Norm- referred) ● It is taken after the task is finished.
- 9. How much time do you take class? 1. Which teachers are we? 2. Identify
- 10. M.Sc.Days 20 chances with CAP Cut it to get it Guess who Mathcharads Scavengers hunt Distribute the paper and ask what they wanted ask to write in paper Shuffle randomly and ask roll no.
- 11. Why these activities Impart knowledge Make them realise Bring them with you Make them responsible To make them learn other subjects (interrelating)
- 12. A-Z acitivities It’s time for you to give few of the activities
- 13. Application cards: (after the class) Brainstorming Checklists Debates Direct paraphrasing Exit cards Follow-up Questioning Gallery work:
- 14. Graphic organizer (concept map):
- 16. Guided reciprocal peer questioning: Hand signs: Interviews: Journals Minute paper: No hands (why always hands) Open ended questions : (Why do you think so… How can you say….)
- 17. Pick up a chit: Quick write: Rubrics: Short quiz: Traffic light cards (to maintain teacher phase): Umpire: Videos and portfolio:
- 18. Write before Discuss: X game: Y graph: Z chart: