www.iejme.com/download/rubrics-in-a-secondary-mathematics-class.pdf

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it helped her to measure genuine understanding

motivate secondary mathematics teachers to use rubrics in their classes.

Using the rubric made the students an active part in the learning process

consumed a lot of time and effort from the teacher and her students

The students argued that using the rubric is difficult because it requires a lot of details and because they are not used to use mathematical language

Mathematical knowledge: (Do you know it?) Knowledge of mathematical principles and concepts which result in a correct solution to a problem. - Strategic knowledge: (How do you plan?) Identification and use of important elements of the problem that represent and integrate concepts which yield the solution (e.g., models, diagrams, symbols, algorithms). - Explanation: (Can you explain it?) Written explanation of the rationales and steps of the solution process. A justification of each step is provided. Though important, the length of the response, grammar, and syntax are not the critical elements of this dimension

The teacher gave the student's answer a mark of 5.75 out of 10. The students consider this mark a low score. The teacher realised that the weakness point for the student was in the explanation.

final grade negatively

no theoretical questions (memorizing questions)

involves data reduction, data display, and drawing conclusions and verification

selecting, simplifying, abstracting and transforming data

representations including mind maps and case summaries

drawing conclusions and verification from the data

Using the rubric in assessment enhanced students learning

Using the rubric in assessment made the students an active part in their learning

Using the rubric in assessment enhanced the teacher's work.

Lack of experience in applying rubrics in assessment

Difficulties in the rubric's design.

pplying the rubric in assessment is effort and time consuming.

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