D.Ed. / During the past few years the teaching of mathematics has been characterized by a move away from the traditional teaching methods. With a view to improving the effectiveness of teaching and learning mathematics, the emphasis has shifted from the product to the process. The mathematical skills that need to be developed in pupils include strategies for the solving of real problems. This represents a shift from the application of mathematics to solve problems to problem solving as a teaching method. The application of a problemcentred approach in the teaching of mathematics has given rise to a need for instruments that will facilitate multidimensional assessment. This requires the revision, adaptation and expansion of the structure of existing assessment techniques. A need was identified for the formulation of clear guidelines for the assessment of pupils' mathematical competericies. Data obtained from relevant literature and from questionnaires designed for the purpose of this study were used to compile guidelines for the assessment and evaluation of mathematics pupils. New assessment methods make new demands on the designers and users of assessment instruments, and the assessment of pupils' problem solving skills make high demands on mathematics teachers. It requires a thorough knowledge of, and insight into how pupils learn mathematics. The teacher is a facilitator, a catalyst and a provider of information who teaches pupils the language of mathematics by teaching them the necessary terminology and symbolism. Because of the diversity that is present in the way pupils respond, the assessment of their problem-solving ability is a complex process. It is therefore very important that mathematics teachers be equipped with extensive assessment skills. Assessment is a complete reporting on the knowledge of the pupils; it is the tool employed to measure progress. It describes the present situation by collecting the data required for evaluation. Evaluation can be defined as the awarding of a value to progress made and conclusions arrived at on the basis of the total body of information collected. Every single facet that influences the pupils' achievement in mathematics must be assessed in order to form a complete image of their mathematical abilities. It is therefore essential to assess both cognitive and the affective facets. To ensure the reliability of the data collected with a view to assessment, a variety of assessment techniques need to be employed. Any report on the pupils' demonstration of the achievement of the desired outcomes must be more comprehensive than a single mark or symbol. Separate reports must be compiled in respect of cognitive progress and affective aspects. Pupils should receive clear guidelines on what the expected outcomes are, and on how and when assessment will be conducted. Criteria for monitoring the standard of assess .- ment must be formulated by the teacher, whose duty it is to inform the pupils fully on these. Validity and reliability are important considerations in testing. Assessment serves to emphasize the most important mathematics to be learned. The choice of assessment techniques is extremely important. A policy of continuous assessment ensures that the final decision is not based on the result of a single examination. However, promotion or the awarding of credits must be based on more than the result of a continuous formative assessment. Summative final examination assessment place the final stamp on knowledge, without which it would have been impossible to conduct an evaluation.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:10228 |
| Date | 12 September 2012 |
| Creators | Van der Watt, Runa |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
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