ASSESSMENT AND EVALUATION IN MATHEMATICS

Instructional Materials Prepared and Used

by Mr. Reginal G. Grafil

Session 6. Part 1-2: Evaluation Tools Used in Authentic Assessment

Optimizing Mathematical Tools for Effective Problem Solving in Education

Lesson Objectives
By the end of the week, the pre-service teacher (PST) should be able to:
• Discuss the use of individual or group checklists in problem-solving in mathematics, providing practical examples.
• Describe how an interview sheet can be utilized to enhance mathematics learning.
• Construct assessment tools that are appropriate for assessing students' learning in mathematics.

Presentation of the Lesson

Individual or Group Checklist
Detailed Description: An individual or group checklist in mathematics serves as a structured guide for students to follow
step-by-step procedures in problem-solving or project completion. It ensures consistency and completeness in the learning
process, enabling both students and teachers to track progress and identify areas needing improvement.

Actual Example: Consider a high school geometry project where students must construct a scale model of a building.
The checklist might include:
• Identify Requirements: List the dimensions of the building and the scale factor.
• Gather Materials: Collect all necessary materials such as rulers, calculators, cardboard, etc.
• Construction Steps: Mark measurements on cardboard, cut pieces accurately, assemble the structure.
• Review and Revise: Compare the model with the project requirements and adjust if necessary.
• Reflection: Write a brief report on the challenges faced and how they were overcome.
This checklist helps students manage their project effectively, ensuring they adhere to mathematical precision and project
guidelines.

Interview Sheet
Detailed Description: Interview sheets in mathematics are tools designed to probe deeper into students’ cognitive
processes, allowing teachers to understand how students approach problem solving, which strategies they prefer, and how well
they grasp concepts. This tool is particularly valuable in diagnosing misconceptions and tailoring instruction to student needs.

Actual Example: During a unit on algebraic expressions, a teacher might use an interview sheet with the following
questions after a formative assessment:
• Understanding Concepts: "You used the distributive property in your solution; can you explain why that was necessary?"
• Reflecting on Choices: "You chose to factorize this equation; what led you to that decision?"
• Identifying Challenges: "What do you find most difficult about solving quadratic equations?"
These questions not only assess understanding but also encourage students to think about their own learning processes and
decision-making in mathematics.

Assessment Tools
• Detailed Description: Effective assessment tools in mathematics are diverse and designed to measure various educational
outcomes beyond rote memorization. These tools can include practical tasks, reflective activities, and collaborative
projects, all aimed at assessing a spectrum of skills from basic knowledge to high-level analysis and synthesis.

Actual Example: In a middle school math class, a teacher might employ several different assessment tools throughout a unit
on fractions:

• Performance Task: Students could be tasked with using fractions to plan a recipe for a cooking class, adjusting proportions
based on a specified number of servings.
• Portfolio: Students compile a selection of their work over the unit, including homework, classwork, and tests, reflecting
on their progress and understanding of key concepts.
• Self-assessment Tool: Students complete a checklist at the end of the unit to self-evaluate their understanding and
abilities in working with fractions, identifying areas where they feel confident and areas needing further study.
Each of these tools provides valuable insights into different aspects of student learning, from practical application and
understanding to self-reflection and evaluation. These examples demonstrate the implementation of effective assessment
strategies that support comprehensive learning outcomes in mathematics education.

Values Integration of 21st Century Skills

• Responsibility: Learners demonstrate responsibility by using checklists to self-monitor their problem-solving processes.
• Integrity: During interviews, students show integrity by honestly expressing their understanding and areas of difficulty.
• Critical Thinking: In constructing their own assessment tools, students apply critical thinking to ensure these tools are
fair and comprehensive.

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 ASSESSMENT AND EVALUATION IN MATHEMATICS
Instructional Materials Prepared and Used
by Mr. Reginal G. Grafil

Assessment

1. A teacher uses a group checklist during a problem-solving 6. Which of the following best describes a comprehensive
activity in mathematics to: assessment in mathematics?
A) Simplify the grading process A) Assessments that are solely written
B) Ensure all necessary procedural steps are followed B) Assessments focused on the quantity of content covered
C) Limit the interaction among group members C) Diverse assessments evaluating knowledge, application, and
D) Encourage competition among groups critical thinking
D) Assessments that require minimal student interaction
2. Which statement best captures the utility of an interview
sheet in enhancing students’ mathematical understanding? 7. The use of an interview sheet in assessments primarily
A) It enables students to receive direct answers to problems. enhances which of the following student qualities?
B) It helps in evaluating students' memorization skills. A) Speed in completing tests
C) It provides insights into students' reasoning and problem-solving B) Ability to articulate mathematical thinking
approaches. C) Preference for working alone
D) It discourages students from collaborating on complex D) Competitiveness with peers
problems.
8. In constructing their own assessment tools, students are
3. The primary focus of well-designed assessment tools in primarily encouraged to develop:
mathematics should be to: A) Fast calculation skills
A) Ensure quick testing and grading B) Independent learning habits
B) Measure rote memorization skills C) Critical thinking and evaluation skills
C) Evaluate both knowledge and skills including application and D) Memorization techniques
analysis
D) Provide a standardized testing environment 9. Group checklists in mathematical problem-solving are crucial
for:
4. What is an appropriate question to include on an interview A) Reducing the need for teacher intervention
sheet to assess a student’s thought process in solving B) Ensuring each student's participation is monitored and valued
algebraic equations? C) Completing tasks with the least time spent
A) How many solutions does this equation have? D) Eliminating the need for individual student assessments
B) Can you explain why you selected this particular method for
solving the equation? 10. Effective mathematical assessment tools are characterized by
C) What are the formulas you remember about solving equations? their ability to:
D) Who did you work with on this problem? A) Deliver results that are easy to compare across different classes
B) Be completed in a standardized test format
5. A checklist for a geometry project fails its purpose if it: C) Foster deep understanding and accommodate various learning
A) Allows creativity within the defined procedural steps styles
B) Includes a step for peer review and feedback D) Reduce the complexity of test administration
C) Encourages copying methods from external sources
D) Prompts students to check their work for accuracy

Assessment Rubrics
Open-ended Question: Consider a real-world problem where you need to optimize the packaging of different-sized products into boxes for
shipping. Using mathematical concepts, propose a strategy that will minimize the number of boxes used while maximizing the space utilized in
each box. Explain your reasoning and the mathematical principles you applied.

Assessment Rubrics Criteria

• Understanding of Concepts: Does the student clearly understand the mathematical concepts used?
• Application of Knowledge: Can the student effectively apply their mathematical knowledge to solve the problem?
• Critical Thinking: Does the student's solution demonstrate critical thinking and problem-solving abilities?
SOLO Taxonomy Levels for Open-ended Question
• Pre-structural: The student's response is off-topic or irrelevant.
• Uni-structural: The student provides a correct response but only addresses one aspect of the problem.
• Multi-structural: The student mentions several relevant points, but these are treated as separate, unconnected parts of the problem.
• Relational: The student connects different ideas to form a comprehensive solution that addresses the problem coherently.
• Extended Abstract: The student extends the solution to new contexts or provides insights that demonstrate a deep understanding of
the underlying principles and their applications.

Model Answer:
Introduction: The goal is to figure out the best way to pack different-sized products into the fewest boxes without wasting space. We
will use simple math strategies to solve this.
Multi-structural: First, we sort the products by size and shape. This helps us see which items might fit well together. We also need to
know the sizes of the boxes available and think about the best way to arrange the items inside them.
Relational: Using these sorted groups, we apply a basic packing rule: put the largest or most awkward items in first, then fill in the
empty spaces with smaller items. This method ensures we use all available space efficiently and keeps the items secure during shipping.
Extended Abstract: This packing strategy can also be used in other situations, like loading trucks or organizing storage spaces. A
computer program could even be designed to handle this task automatically, using the item and box sizes to figure out the best packing
arrangement quickly.
Conclusion: By using sorting and a simple packing rule, we can pack products efficiently, saving space and reducing shipping costs. This
approach
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 ASSESSMENT AND EVALUATION IN MATHEMATICS
Instructional Materials Prepared and Used
by Mr. Reginal G. Grafil

is practical and could be enhanced with technology for broader applications.

Reference/s
1. Darling-Hammond, L., & Bransford, J. (2005). Preparing Teachers for a Changing World. San Francisco: John Wiley & Sons.
2. Mueller, J. (2011). Authentic Assessment. Nashville, Ill.: Northcentral Colleges.
3. Navarro, R.L., & De Guzman-Santos, R. (2013). Authentic Assessment of Student Learning Outcomes. Quezon City: Lorimar
Publishing Inc.
4. Navarro, R. L., Santos, R. G., & Corpuz, B. B. (2017). Assessment of Learning. Quezon City: Lorimar Publishing Inc.
5. Wiggins, G., & McTighe, J. (1998). Understanding by Design. New Jersey: Prentice Hall.

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