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  1. Astract
  2. Introduction and Goals
  3. Craft and Science of Teaching and Learning Mathematics
  4. Curriculum Content
  5. Instructional Processes (Pedagogy)
  6. Assessment
  7. Closure


6. Assessment

6.1. Authentic assessment. As ICT becomes a more generally accepted component in the teaching and learning of math, assessment will need to change to reflect this new situation. We already allow use of calculators in some testing situations and they are routinely used in homework situations. We will gradually move toward allowing full use of ICT in assessment situations.

Activity 6.1: In the whole workshop group, discuss successes and failures that you have experienced in hands on (calculator, computer, Web, Internet) assessment in math teaching.

6.2 Portfolio and electronic portfolio. There is a trend toward students developing portfolios of their work. These may be stored electronically and may contain items that are best captured in electronically. (Judy Mathis Johnson did her doctorate dissertation in 1993 on electronic portfolios in school math.)

Activity 6.2: In the whole workshop group, share experiences in use of portfolios and electronic portfolios in math assessment.

6.3. Self assessment. There is a reasonable amount of research on the topic of students learning to self-assess and the value of this in the teaching and learning process. To a large extent, students do not learn to self assess in math courses. Instead they learn that the answers to some problems are given in the answer key at the back of the book, and that the teacher knows the correct answers to other problems.

Activity 6.3: In the whole workshop group, share experiences developing the self assessment skills of your students, and making use of this capability, in math assessment that you have done.

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