ASSIGNMENT M 6 KB 1
Based
on the report, the vice principal in the curriculum field concluded that the
grade XI graduation rate for Mathematics only reached 80% of the defined
minimum score. The principal instructs to conduct an evaluation.
Task:
Ø Identify
the factors that cause the students are not able to achieve the defined minimum
score for
Mathematics.
Ø Identify
the students’ learning difficulties especially for students who are not able to
achieve the
defined minimum score.
Ø Analyze
the difficulties faced by teachers in carrying out activities of measuring and
evaluating learning outcomes of students in these subjects, both from formative
and summative tests.
Ø Plan
two activities to reach the optimal level of students’ graduation level.
1. Here are some of the factors that cause the students are not able to achieve the defined minimum score for Mathematics from different aspects.
a. Students
related aspects
There are some various
reasons for lower achievement students in Mathematics. Students perceive
Mathematics as a hard subject to understand. This can lead to be negative
attitude towards Mathematics. They don’t give attention to their education in
general and Mathematics in particular. They also are easily bored and want to
spend more time in playing than sitting and doing Mathematics. They don’t
understand or aware for the application of Mathematics in different profession.
They don’t also acquire the necessary skill and knowledge in the previous
grade, so it is hard for them to understand the higher level skill in their
learning.
b. Teacher
related aspects
Low achievement in
Mathematics is sometimes related to teachers. Some teachers don’t control their
class properly. They don’t create positive learning environment and favorable
situation in order to make the students follow the lesson attentively. They
order the students to copy from the text book or whiteboard without adequate
explanation. Teachers need to make students participate actively in class
discussion and create continuous and systematic assessment for the students in
the learning process. Teachers have to find good and creative method in
teaching Mathematics because this subject by its name requires doing more
exercise and study.
c. Parent
related aspects
Some students have lack
of attention from parents at home. For example, parents don’t assist their
children in doing their homework. Some parents clearly understand that the key
for bright future of their children lies on education. But there are also some
parents who don’t care about their children achievement in this subject.
d. Other
aspects
Some other factors that can cause
low Mathematics achievement such as at the time of measurement, students are
not in good condition and the environment at the time of measurement is not
conducive.
2. Learning
difficulties experienced by students who have not passed are as follows:
a. Struggle
to identify +, ‒
and other signs and to use them correctly
b. Struggle
to understand words related to math such as greater
than and less than
c. Struggle
to apply math concepts to money such as estimating the total cost, making exact
change, etc
d. Have
trouble with fractions and with measuring things
e. Have
a hard time grasping information shown on graphs or charts
f. Have
trouble finding different approaches to the same math problem.
4. Difficulties
faced by educators in carrying out measuring activities and assessment of
student learning outcomes in Mathematics, both from formative and summative
tests are as follows:
a. Formative
assessment is a continuous process which is too complicated to be undertaken
for teachers. It is because big class problem is still an obstacle which makes
it is difficult for the teachers to concern about the achievement of each
individual student and to organize classroom activities and the proper
assessment. Teachers are under big pressure of finishing the teaching tasks and
of getting high proportion of students in the class. They have limited time to
do teaching research and to conduct formative assessment in their teaching.
b. Summative
assessment is often assumed to give an accurate measurement of a person’s achievement.
That ignores philosophical questions about the nature of achievement and what
we might know about it. Summative assessments typically generate numerical data
that are almost always mis-manipulated and mis-interpreted. Numbers, be they
grades, degree classes, or percentages should be interpreted very cautiously.
4. Learning
evaluation that can be implemented to
overcome the optimal level of graduation of students in Mathematics are as
follows:
a. Non-Test
Evaluation
Teachers
can carry out non-test evaluations that will collect data that focus on the
affective field, such as student attitudes towards Mathematics. The information
about the students’ characteristics will be helpful in developing learning
models. This evaluation can be carried out using observation and interview.
b. Test
Evaluation
In
this activity, teachers can carry out formative and summative assessment.
·
Formative Assessment
The
goal of formative assessment is to monitor student learning to provide ongoing
feedback that can be used by teachers to improve their teaching and by students
to improve their learning. More specifically, formative assessments:
- help students identify their strengths
and weaknesses and target areas that need work
- help teachers or school recognize where
students are struggling and address problems immediately
Formative
assessments are generally low stakes, which means that they have low or no
point value. Examples of formative assessments in Mathematics:
- drawing a concept map in class to
represent your understanding of a topic
- asking ‘What is the same and what is
different?’ for example: linear and quadratic functions.
- of the 3 graphs that have been studied
today, which one did you find most useful?
Why?
·
Summative Assessment
The
goal of summative assessment is to evaluate student learning at the end of an
instructional unit by comparing it against some standard or benchmark. Summative
assessments are often high stakes, which means that they have a high point
value. Examples of summative assessments include:
-
a midterm exam
-
a final project
-
a paper
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