1. komponenta

Lecture type	Total
Lectures	15
Exercises	15

* Load is given in academic hour (1 academic hour = 45 minutes)

COURSE AIMS AND OBJECTIVES: To train students for appropriate and efficient monitoring, assessment and grading of students in mathematics education, for self-assessment, and for critical assessment and interpretation of various assessments results of students' achievements.

COURSE DESCRIPTION AND SYLLABUS:
1. Goals of mathematics education and learning outcomes in mathematics. Mathematical concepts and processes. Taxonomies of cognitive processes. Taxonomies appropriate to mathematics education. Construction of clear (measurable and observable) learning outcomes in mathematics.
2. Role and types of assessment in (mathematics) education. Internal and external, formative and summative, criterion-referenced, norm-referenced, and ipsative assessment of students' achievements in mathematics; assessment and self-assessment of teachers' work; assessment of school quality.
3. Assessment and grading as a part of the process of learning and teaching mathematics. Assessment as a mechanism to enhance the learning quality (assessment for learning); assessment as a mechanism to enhance the teaching quality (assessment as learning); assessment and grading of achievements (assessment of learning). Current trends in assessment in mathematics education.
4. Measurement and observation of achieving goals and learning outcomes. Methods for monitoring and assessment of students' progress in mathematics.
5. Criterion-referenced assessment. Rubrics and achievements indicators. The construction of sample simple and complex (multidimensional) rubrics in specific mathematical contents.
6. Methods of monitoring students' work and progress in mathematics. Monitoring and observation of the development of students' mathematical processes. Record keeping. Observation rubrics. Checklists for whole class and for individual students. Assessing the productive disposition towards mathematics. Students' self-assessment. Portfolio. Methods of diagnostic assessment.
7. The construction of a mathematical task in the context of measurements of achievement against set goals, learning outcomes and taxonomy of cognitive processes. Types of mathematical tasks.
8. The construction of a written test of students' mathematics achievement in the context of measurement of achievement against set goals, learning outcomes and taxonomy of cognitive processes. Reliability, validity, objectivity, fairness. Standardized tests.
9. Formative and summative assessment. Grading and reporting. Feedback to students and their parents.
10. Standardized tests. External assessment. National exams and state matura in mathematics. Comparison with other educational systems.

1. Mathematics Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning, C. R. Tobey, P. D. Keeley, Corwin Pr Inc, 2011.
2. Designing Assessment for Mathematics, 2nd edition, E. Depka, Corwin Pr Inc, 2007.
3. Assessment of student achievement, N. E. Gronlund, Allyn and Bacon, Boston, 2002.
4. Classroom Assessment: Principles and Practice for Effective Instruction,3rd edition, J. H. McMillan, Allyn & Bacon, Boston, 2004.
5. Classroom assessment: What teachers need to know, 3rd edition, W. J. Popham, Allyn and Bacon, Boston, 2001.
6. Investigations into Assessment in Mathematics Education: An ICMI Study (New ICMI Study Series), 2nd reprint, M. Niss (Ed.), Springer, 2010.
7. Educational Assessment of Students, 3rd edition, A. Nitko, Merrill Prentice Hall, 2001.

Enrollment :
Passed : Methods of teaching mathematics 2

Izborni pedagoški predmet 2 - Regular study - Mathematics and Computer Science Education