An Action Research of Using Constructed Response Items to Implement Formative Assessment in the Fifth-Grade Mathematics Classroom
| Autor: | SHIH, YING-CHI, 石瑩琦 |
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| Rok vydání: | 2018 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 106 The purpose of the study was to investigate the approaches to using constructed response items and to examine the influences on teacher’s instruction and student’s learning while using constructed response items as mini tasks in the fifth-grade mathematics classroom assessment practices.The method to carry out the study was action research, which included nine units and three action cycles lasted approximately six months. Participants in the study consisted of the author and his own classroom students. A qualitative analysis was done based on the classroom video-recordings, assessment sheets on constructed response items, interviews, and the researcher’s mathematics teaching journals in order to discuss teacher’s instruction and student’s learning during implementation process. The result shows that teachers need to consider learning difficulties, possible problem solving strategies and subsequent treatment while designing formative assessment with constructed response items in the process of mathematics instruction. In addition, it is important to align learning targets with items, when selecting constructed response items. In the meanwhile, teachers must consider learning progress and assessment goals to reflect teaching and learning. In respect of student’s learning with constructed response items, "assessing then discussing“ improves mathematics learning interests and communication. Besides, students are able to express their thought actively, value different strategies and promote self assessment. In respect of teacher’s instruction, constructed response items can help mathematics teachers grasp students’ learning and make real-time teaching decisions in the process of assessment. constructed response items can also activate communication and interaction about teaching and learning between the teacher and students during the discussion of learning performance. The findings of this study also suggest that discussing students’ performance can assist the teacher to provide adaptive feedback, and then promote each student’s learning. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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