Krystl Brown - EDU30009 Mathematics in the Primary Classroom - Assignment 1

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Swinburne University of Technology *

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30009

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Mathematics

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Jan 9, 2024

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Assignment 1: Report EDU30009 Mathematics in the Primary Classroom. eLA Name: Chrissie Van Nieuwkuyk Due Date: 04.12.2023 Word Count:

Table of content Contents Executive summary ................................................................................................................................. 3 Introduction ............................................................................................................................................. 3 Findings .................................................................................................................................................. 4 1) Formative assessment - Pre-Assessment/Online Math Assessment ............................................ 4 2) Summative assessments - Portfolio/Annotated work samples .................................................... 6 3) Peer and self-assessments - Questioning .................................................................................... 7 Conclusion .............................................................................................................................................. 9 References ............................................................................................................................................. 10

Executive summary Assessments for mathematics ensures student are learning proficiencies of mathematics; for example, understanding, fluency, problem solving and reasoning skills are being acquired. Teachers must target their students’ capabilities based on the learning continuum and ensure it is being taught and understood. The curriculum guides teachers on what students should know, are expected to learn and the progress they are making to meet the curriculums’ achievement standards (Department of Education [DET], n,d). Assessment for, as and of learning, allows teachers collect evidence to make efficient judgements about student achievements and how to support their students through forms of formal and informal assessment strategies, this ensures student educational goals are met. Assessments provide teachers with understanding their students’ current abilities, planning future lesson to extended understanding and measure their students’ achievements ( NSW Education Standards Authority, n,d). Introduction Assessments in mathematics is crucial for students’ success; the purpose of assessments is to ensure teachers are confident to make judgements about their students’ abilities to understand mathematical language, concepts and skills. Teachers must be confident in their student’s development of mathematical thinking; assessments ensure learners are progressing and if there are any barriers identified through assessments, teachers are supporting student development and identifying areas of weakness without delay through their educational journey. Teachers need accurate information on their students to ensure they have the correct information on what each student already knows and what support is needed to ensure they can grasp new concepts (Department of Education [DET], n,d). Throughout their students

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learning journey, particular assessments are carried out at different points to ensure teachers understand current capabilities, the progress being made and where students current abilities are. Throughout the variety of assessments used, teachers can begin planning and implementing appropriate interventions to ensure student success, there are three categories of assessments used, Assessment of learning, used before a unit of work to gauge current abilities, Assessment as learning, used daily to ensure progression, assessment of learning, measuring each students’ achievements ( NSW Education Standards Authority, n,d). Findings 1) Formative assessment - Pre-Assessment/Online Math Assessment Formative assessments provide an opportunity to set and clarify learning intentions; teachers use formative assessments to improve teaching and learning for their students and inform their teaching practices by collecting data. There is a three-step process used; collect evidence on each students’ current skills and knowledge, interpret data and use the data to outline their learning continuum. Teachers use formative assessments to understand their students’ current abilities based off the curriculum rubric; this process measures their students’ current abilities and learning level; this process determines where students’ are accessing curriculum and if students are at level or behind the access point (VCAA, n,d). The curriculum is structured as a learning continuum across each level of learning and achievements based on a student’s school year level and age, this make formative assessments crucial to ensure students are progressing at the same rate.

Pre-Assessments/Online Math Assessments are a form of formative assessments structured for learning; the digital assessment library provides a comprehensive suite of assessments for mathematics, structured for each strand and sub-strand to target specific aspects of the curriculum. Mathematics education focuses on students learning content and processes to ensure they have mathematical proficiency. Consisting of proficiency, understanding and productive attitudes and the ability to use reasoning to learn mathematics. Computer adaptive tests can be designed by the teacher in the area of the curriculum being taught, based on a students’ current abilities, students answer questions the system has presented, either easier or more difficult. Linear tests are a fixed set of questions and delivered in the same order to every student; students answers are stored, teachers can view and analyse the results. Teachers use this information to determine if students are at level or the starting point for their unit of work (VCAA, n,d). Based on the assessment data, teachers can use this data to understand their student’s achievement level. Strand and sub-strand assessments are targeted to specific aspects of the curriculum using the learning and assessment framework (LAF) (DET, n,d). Online math assessments are an evolving tool and a wildly used method for learning mathematics in the classroom; online math assessments benefit student motivation, learning, and performance, this is evident in online assessment programs having an easy to use and archived mathematics system because questions can be revisited. Student’s completing online maths assessments can focus better on the questions being displayed one at a time ( Cascaval, Fogler, Abrams & Durham, 2019). However, one concern that may produce limitations is how successfully and effectively online mathematics assessments monitor students learning outcomes, not all mathematics can be measured through an online assessment, some mathematics needs to be taught through peer and teacher teaching, students do not see communication or direct experiences through online assessment. Meaning, students cannot

rely on online math assessments entirely for students to understand all concepts of mathematics (Smith & Wood, 2000). 2) Summative assessments - Portfolio/Annotated work samples Summative assessments are an assessment of learning, the purpose of summative assessment is looking back over each students work samples from their completed unit, for example, work sheets, photos, end of unit projects. Teachers can summarise what students have learnt and compare their results from the curriculums rubric, therefore; ensures it correspond with the achievement levels of the strand and sub-strand. ( Clark-Wilson, Donevska-Todorova, Faggiano, Trgalova & Weigand, 2021). Students construct knowledge from activities they engage in; teachers plan activities from the curriculum continuum in focus and the learning outcomes being targeted. Throughout a unit of work or during each lesson, teachers will be consistently questioning and providing different activities on the same topic to gauge their students’ understanding. For example, if students were completing a unit on multiplication, teachers should ensure multiple problem-solving strategies are being taught throughout the unit. Based on their work samples throughout the unit, teachers can determine which students’ have understood the different aspects being taught and how they have achieved their outcomes ( Pepperell, 2009). Throughout the unit, students will accumulate pieces of finished work that is added to their workbook or portfolio; portfolios provide clear understandings of each students’ progress or if still confused about the topic, teachers will directly ask students ‘questions to explain their own understanding ( Smith & Wood, 2000).

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The benefits of a summative assessment ensure all students are provided with individual support with their teacher focusing on an in-depth analysis of what each student does and does not understand. This gives teachers opportunities to focus solely on each students understanding and explain their thought process; through questioning and asking students to explain their thinking, teachers can identify the exact point of confusion and focus on precise corrective intervention (Westwood, 2000). A summative assessment holds its own merit but cannot be solely used; summative assessments investigate variables between particular points and does not capture a whole picture of a student’s abilities. For this reason, a summative assessment can not be used as the only form of assessment but in collaboration with other assessment strategies (Romberg & Shafer, 2008). 3) Peer and self-assessments - Questioning Peer and self-assessments are described as an assessment as learning, designed to enhance the learning of students. It prompts students to understand and critically analysis their own learning opportunities; through explicit instruction and modelling, teachers give their students the tools to develop their own learning independently, students learn to assess and understand their own work, working with peers and critically analysing their own efforts to become autonomous. During peer and self-assessments, students learn to reflect on their own work against the success criteria of the learning intensions which allows students to apply and provide constructive feedback. When students are working with their peers to support each other, peer conferences permit students to give feedback on tasks to peers, and receive responses to the area of need ( NSW Education Standards Authority, n,d).

Using peer and self-assessment techniques requires teachers to foster their students’ abilities to identify and diagnose their own learning progress; the teachers’ role is to observe groups and challenge their ideas using prepared questions to refine and improve their own strategies to problem solve the answer. Teachers can ask their students to review their strategic approach based on how other groups have attempted the same problem or justify their own solution to the problem. Questioning students as they work through their tasks provides opportunities for students to refocus their attention and begin thinking about the problems differently ( Thompson, Burton, Cusi & Wright, 2018). The benefits of peer and self-assessment can reduce the formative assessment workload of teachers; because students are responsible for their own learning, academic performance increases their motivation to complete tasks independently, allowing students to focus on acquiring new knowledge through their own investigation. Teachers provide independent support as needed; however, students are highly observant towards what is happening around them and this provides another area of support to the whole class ( Thompson et al., 2019, P69). For peer and self-assessment to be successful, teachers must ensure students have the comprehension skills needed to support their own learning, teachers must ensure students are ready to support their own learning and have enough background knowledge to understand what is required or expected to reach the conclusions independently. If students do not understand the foundations of the tasks given, this could impact students’ abilities to use peer and self-assessment effectively. Teachers must ensure students’ have some background knowledge required to complete and extend their learning independently ( Al-Rashidi, Vadivel, Ramadan Khalil, & Basim, 2023).

Conclusion Throughout this report, different strategies have been explained, however, there are a variety of ways teachers can use assessments to develop their understanding of each students’ abilities and how the data collected can be used to efficiently support students’. Teachers must use the appropriate assessment for the purpose they require, to gain the required insight into their students; therefore, by using a combination of assessment strategies ensures teachers are gathering the required information and students are given the opportunities to achieve their learning intentions. This report showcases an explanation to different models of assessment strategies in a vast selection of resources available. Including, formative, summative, peer and self-assessment options.

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References Booker, G., Bond, D., & Seah, R. (2020). Teaching primary mathematics (Sixth edition.). Pearson Australia. https://ebookcentral.proquest.com/lib/swin/reader.action?docID=6236349 Cascaval, R. C., Fogler, K. A., Abrams, G. D., & Durham, R. L. (2019). Evaluating the Benefits of Providing Archived Online Lectures to In-Class Math Students. Online Learning (Newburyport, Mass.), 12(3–4). https://doi.org/10.24059/olj.v12i3-4.1684 Clark-Wilson, A., Donevska-Todorova, A., Faggiano, E., Trgalova, J., & Weigand, H.-G. (Eds.). (2021). Mathematics education in the digital age : learning, practice and theory. Routledge. https://ebookcentral.proquest.com/lib/swin/reader.action?docID=6563542# Department of Education [DET]. (n,d). Mathematics and numeracy assessment. https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/ Pages/maths-and-numeracy-assessment.aspx Department of Education [DET]. (n,d). Scaffolding Numeracy in the Middle Years: Scoring and Next Steps. https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/ assessment/Pages/scoring.aspx

Hammad Al-Rashidi, A., Vadivel, B., Ramadan Khalil, N., & Basim, N. (2023). The comparative impacts of portfolio-based assessment, self-assessment, and scaffolded peer assessment on reading comprehension, vocabulary learning, and grammatical accuracy: insights from working memory capacity. Language Testing in Asia, 13(1), 24–38. https://doi.org/10.1186/s40468-023-00237-1 https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/assessm ent/Pages/assessconduct.aspx https://www.vcaa.vic.edu.au/Documents/viccurric/formative- assessment/GuideFormativeAssessmentRubrics_2019.pdf NSW Education Standards Authority. (n,d). Assessment for, as and of Learning. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the- curriculum/assessment/approaches NSW Education Standards Authority. (n,d). Peer and self-assessment for students. https://education.nsw.gov.au/teaching-and-learning/professional-learning/teacher- quality-and-accreditation/strong-start-great-teachers/refining-practice/peer-and-self- assessment-for-students#tabs0 Pepperell, S. (2009). Mathematics in the primary school : a sense of progression (Third edition.). Routledge. https://ebookcentral.proquest.com/lib/swin/reader.action?docID=1656264 Romberg, T. A., & Shafer, M. C. (2008). The impact of reform instruction on student mathematics achievement an example of a summative evaluation of a standards-based

curriculum. Routledge. https://ebookcentral.proquest.com/lib/swin/reader.action?docID=346225 Smith, G., & Wood, L. (2000). Assessment of learning in university mathematics. International Journal of Mathematical Education in Science and Technology, 31(1), 125–132. https://doi.org/10.1080/002073900287444 Thompson, D. R., Burton, M., Cusi, A., & Wright, D. (2018). Classroom assessment in mathematics: Perspectives from around the globe (1st ed. 2018 edition.). Springer. https://doi.org/10.1007/978-3-319-73748-5 Trenholm, S. (2007). An investigation of assessment in fully asynchronous online math courses. International Journal for Educational Integrity , 3 (2), 41–55. https://doi.org/10.21913/IJEI.v3i2.165 Victorian Curriculum and Assessment Authority [VCAA]. (n,d). Guide to Formative Assessment Rubrics. https://www.vcaa.vic.edu.au/Documents/viccurric/formative assessment/GuideFormativeAssessmentRubrics_2019.pdf Victorian Curriculum and Assessment Authority [VCAA]. (n,d). Types of Assessment. https://www.vcaa.vic.edu.au/assessment/f- 10assessment/ondemandtesting/Pages/types.aspx Westwood, P. (2000). Numeracy and Learning Difficulties: Approaches to teaching and assessment (1st ed.). Australian Council for Educational Research. https://web.s.ebscohost.com/ehost/ebookviewer/ebook/ZTAwMHh3d19fMjAwODMz X19BTg2?sid=1c96a39d-357c-46cc-a18c- a288a0b2331f@redis&vid=0&format=EB&rid=1 Westwood, Peter. (2000). Numeracy and Learning Difficulties Approaches to teaching and assessment. Australian Council for Educational Research. https://search.informit.org/doi/book/10.3316/informit.9780864313416

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