Development of an assessment tool for mathematical reading, analytical thinking and mathematical writing

Abstract

<p>The main objective of this research was to develop and validate the quality of an assessment tool for evaluating the mathematical reading, analytical thinking, and mathematical writing skills of fourth-grade students. We randomly selected 222 fourth grade students across multiple schools of varying sizes to take the assessment. Multidimensional Random Coefficients Multinomial Item Response Model was applied to validate the quality of the developed assessment tool. A design-based research methodology was adopted to develop the assessment tool encompassing four phases as follows: 1) analyze how students solve mathematical problems; 2) develop the assessment tool; 3) validation of the tool; and 4) reflection. The results of this research indicate that the assessment tool consisting of 19 items and two dimensions is a reliable and valid metric to measure mathematical reading, mathematical writing and analytical ability of fourth graders. The Likelihood-Ratio test showed that the multidimensional model fits better in comparison to the unidimensional model. It can be concluded that each item is qualified to assess the students and relevant to the developed dimensional examination structure.</p>

Students' mathematization in mathematics classrooms using the Thailand lesson study incorporated open approach model

“…The Institute for the Promotion of Teaching Science and Technology (2014) reported that Thai students are considered poor when it comes to learning mathematics and science because both subjects act as a basis for our regular practice (Gravemeijer, 1998cited in Leher, 2007. Moreover, Kesorn et al (2020) revealed that while they are teaching Thai mathematics teachers do not usually connect students' regular existence practices with resolving mathematical problems. This is supported by Jaikla et al (2021) who stated that the conventional teaching approach was botched when it came to associating student knowledge with their lived experience.…”

“…According to Chaona et al (2021), after they have practiced the TLSOA model, pre-service mathematics teachers can generate problem conditions that are associated with the students' real realm, examine the setting of the problem situation, identify keywords that relate to students' thoughts, can foresee students' thoughts and can formulate instruction resources to back up such thoughts. Following this line of reasoning, the TLSOA model entails incorporating students' regular existence practices in coming up with problem conditions for students to deal with actual knowledge as mentioned by many scholars (Chaona et al, 2021;Dudley et al, 2019;Jaikla et al, 2021;Kesorn et al, 2020) should be utilized in current educational demand.…”

A learning model promoting higher-order thinking skills and active citizenship with global mindedness

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E-Assessment: Character of Students in Elementary School

“…All educational activities are inseparable from the use of digital technology [22][23]. In the teaching and learning process in schools, the very important thing to do is assessment [24][25]. At this time there are still many teachers who use the conventional assessment system.…”