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Pengembangan Perangkat Assessment Pembelajaran Matematika Pokok Bahasan Geometri Dan Pengukuran Smp/Mts, Robert Edy Sudarwan, Heri Retnawati

Jurnal Riset Pendidikan Matematika

Penelitian ini bertujuan untuk: (1) mengembangkan produk perangkat assessment pembelajaran pada pokok bahasan geometri dan pengukuran yang berorientasi pada aspek pengetahuan, keterampilan dan sikap peserta didik SMP/MTs kelas VII dan VIII sebagai hasil pengembangan berdasarkan kajian teori, pendapat ahli, dan pendapat pengguna dengan kualifikasi baik; dan (2) mendeskripsikan kualitas produk assessment pembelajaran pada pokok bahasan geometri dan pengukuran yang berorientasi pada aspek pengetahuan, keterampilan dan sikap peserta didik SMP/MTs kelas VII dan VIII berdasarkan aspek kevalidan, kepratisan dan keefektifan. Teknik analisis data yang digunakan untuk menghitung reliabilitas dengan menggunakan α-reliability, untukα ‰¥ 60 maka reliabel. Percentage of Agrements (PA) …

From Stem To Steam: Reframing What It Means To Learn, Nicole M. Radziwill, Morgan C. Benton, Cassidy Moellers

The STEAM Journal

Although involvement in art and design have been shown to play an essential role in catalyzing STEM research, true integration is still an area of active research. The realization of STEM education via STEAM lends itself to interactive and participatory dialogic art; this juncture provides a nonjudgmental space to cultivate the question-making aspect of inquiry, the ability to comfortably hold uncertainty, and a sensitivity to the process of discovery. Even though STEM education can (and often is) inquiry-based, assessments still tend to focus on whether knowledge or skills have been obtained, and this is no different than the current general …

Using Pre-Tests And Post-Tests To Measure Student Learning, Rebecca Teed

Rebecca Teed

How much are students actually learning in our classes? The best predictor of a student’s final exam grade is how much content knowledge they had coming in. This prior knowledge can be assessed with a pre-test, allowing instructors to adjust the course based on what students already know or don’t know. The instructor can use the pre-test scores to create student groups that are either heterogeneous (for cooperative learning) or homogeneous (for differentiated instruction) with respect to content background at the start of term. A curriculum designer wishing to compare learning gains for different teaching tools such as cooperative learning …

Measuring What Matters: Challenges And Opportunities In Assessing Science Proficiency, James W. Pellegrino

2009 - 2019 ACER Research Conferences

A key challenge in shaping science learning for the future will be to develop new measures of learning that take into account what it means to be proficient in science (Pellegrino, 2013). The emergent view on proficiency, grounded in learning sciences research, emphasises using and applying knowledge in the context of disciplinary practice. Referred to as knowledge-in-use, this perspective on science proficiency is a centrepiece of the United States’ National Research Council’s (NRC) Framework for K–12 Science Education (NRC, 2012), embodied in the new US national standards (NGSS Lead States, 2013) and emphasised in the recently released NRC report on …

The Levels Of Conceptual Understanding In Statistics (Locus) Project: Results Of The Pilot Study, Douglas Whitaker, Steven Foti, Tim Jacobbe

Numeracy

The Levels of Conceptual Understanding in Statistics (LOCUS) project (NSF DRL-111868) has created assessments that measure conceptual (rather than procedural) understanding of statistics as outlined in GAISE Framework (Franklin et al., 2007, Guidelines for Assessment and Instruction in Statistics Education, American Statistical Association). Here we provide a brief overview of the LOCUS project and present results from multiple-choice items on the pilot administration of the assessments with data collected from over 3400 students in grades 6-12 across six states. These results help illustrate students’ understanding of statistical topics prior to the implementation of the Common Core State Standards. Using the …

The Quantitative Reasoning For College Science (Quarcs) Assessment, 1: Development And Validation, Katherine B. Follette, Donald W. Mccarthy, Erin Dokter, Sanlyn Buxner, Edward Prather

Numeracy

Science is an inherently quantitative endeavor, and general education science courses are taken by a majority of college students. As such, they are a powerful venue for advancing students’ skills and attitudes toward mathematics. This article reports on the development and validation of the Quantitative Reasoning for College Science (QuaRCS) Assessment, a numeracy assessment instrument designed for college-level general education science students. It has been administered to more than four thousand students over eight semesters of refinement. We show that the QuaRCS is able to distinguish varying levels of quantitative literacy and present performance statistics for both individual items and …

Assessment Of Student Knowledge Of The Weak And Strong Nuclear Forces, Pramila Shakya

Dissertations

The purpose of this study was to determine if the use of active-learning activities to teach weak force and strong force to students enrolled in various courses at The University of Southern Mississippi, Hattiesburg campus and Gulf Park campus at different class times would increase their knowledge. There were eighty-six students that took part in this study. The study was conducted in the lab classes of an introductory astronomy survey course (AST 111), an introductory algebra-based physics course (PHY 112), and an introductory calculus-based physics course (PHY 202) during fall semester 2014. Each class was randomly assigned as active-learning or …

Assessing Numeracy In The Upper Elementary And Middle School Years, Carol Ann Gittens

Numeracy

Numeracy is the ability or tendency to reason critically about quantitative information. The preponderance of published research on numeracy examines this construct among either pre-K or early elementary samples, students with developmental challenges, or is focused on post-secondary and adult cohorts. The numeracy skills of upper-elementary and middle school students is less documented and understood, most notably because of the lack of valid instruments that are developmentally appropriate for the age range. A numeracy scale for use among upper-elementary and middle school students is introduced in this paper. Scale validation was performed using a gender-balanced, racially / ethnically diverse sample …

An Evaluation Of Math Assessment Policy Process In A Southwestern School District, Alicia O'Brien

Walden Dissertations and Doctoral Studies

An Evaluation of Math Assessment Policy Process in a Southwestern School District

by

Alicia Taber O'Brien

EdS, Walden University, 2011

MA, Western Governors University, 2004

BS, New Mexico State University, 1994

Doctoral Study Submitted in Partial Fulfillment

of the Requirements for the Degree of

Doctor of Education

Teacher Leadership

Walden University

September 2015

This project study addressed the lack of evaluation of a math assessment policy in a rural elementary school district in the southwestern United States. This district implemented a math assessment policy in the spring of 2005, yet no evaluation had been conducted to determine whether the policy …