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Module Number 18 - Traditional Assessment

The document appears to be from a mathematics education course, discussing traditional assessment methods and how to construct test items that effectively evaluate students' understanding of mathematical concepts and skills. It provides examples of multiple choice questions measuring addition terms for primary grades and encourages developing assessments suited to students' varying skill levels to best support learning. The instructor emphasizes using assessment as an opportunity for students to practice and demonstrate both conceptual knowledge and application abilities in mathematics.

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KZR Bautista
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209 views2 pages

Module Number 18 - Traditional Assessment

The document appears to be from a mathematics education course, discussing traditional assessment methods and how to construct test items that effectively evaluate students' understanding of mathematical concepts and skills. It provides examples of multiple choice questions measuring addition terms for primary grades and encourages developing assessments suited to students' varying skill levels to best support learning. The instructor emphasizes using assessment as an opportunity for students to practice and demonstrate both conceptual knowledge and application abilities in mathematics.

Uploaded by

KZR Bautista
Copyright
© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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Wesleyan University – Philippines

Maria Aurora, Aurora


First Semester 2022

Teaching Mathematics in the Primary Grades


BEED Math 1

Unit 3
Module No. 18 Traditional Assessment
Student Name:
The following questions will challenge your critical thinking skills as
they raise issues in assessing mathematical learning;
1. After knowing the existing issues on the utilization, construction,
and purpose of traditional assessment, do you think this type of
tests helps to achieve the goals of mathematics education for life-
long learning?
Yes, because the employment of traditional evaluation methods
CHALLENGE
contributes to the accomplishment of goals in a consistent manner, as
well as the accomplishment of goals that are concrete and honest.

2. There are teacher saying that constructing requires technical


competence that each other should have. What are your plans to
equip yourself with competence in constructing test items?
Remember that kids learn at different speeds and in different ways, so
make tests that are right for their level of skill. You should take the tests
with a clear idea of how you want to do. Some students may not have
much trouble with a set of questions, while others may have a hard time.
We need to change the tests we use to take into account the different
skills of our students.
HARNESS The best learning in mathematics happens when the instruction &
assessment is an opportunity to learn both the concept and skills. (Silva,
2009) Choose a topic in mathematics grades 1 to 3. Then write a three-
item multiple choice test to measure both the concepts and skills in your
chosen topic.
Grade 3
Topic: Term used in addition
Direction: Encircle the term used for the underlined numbers.

1. 83 + 6 = 89

a. sum
b. addend
c. quotient
d. factor

2. 56 + 3 = 59

a. dividend quotient
b. dividend and divisor
c. factor
d. sum
3. 15 + 17 = 32

a. minuend and difference


b. factor and product
c. addend and sum
d. quotient

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