Baseline Assessment in the Elementary Mathematics Classroom: Should it be Optional or Mandatory for Teaching and Learning?
Keywords:
Assessment; Baseline; Differentiated; Learning; StylesAbstract
Too few mathematics teachers have the expertise to apply baseline assessment for differentiated learning in mathematics classes. This empirical study was conducted in a focus group of sixty learners and three teachers in a grade four mathematics class. It proved that teachers of mathematics in elementary grades could profitably learn to conduct baseline assessments; developing activities to benchmark learners’ abilities and learning needs. The exploratory research design was utilized to set up the general sample and the focus group, and mixed research methods; qualitative and quantitative instruments to collect data and analyzing data. The records of scores obtained by learners from the assessment activities and the interviews with teachers were the main sources of data. Data analysis followed quantitative procedures and presented in figures and categorized them in frequency distribution tables. Findings highlighted that learners can reach their optimal levels in learning mathematics in a free and flexible environment. This paper concludes that the lack of knowledge about how to conduct baseline and its value is one of the attributes of the high failure rate of children in the middle class. This article recommends the consideration of baseline assessment to be an essential aspect of a continuous professional development program for mathematics teachers.
https://doi.org/10.26803/ijlter.19.8.18
References
Aghamdi, A., Jitendra, A. K., & Lein, A. E. (2019). Teaching students with mathematics disabilities to solve multiplication and division word problems: the role of schema-based instruction. Mathematics Education, 52(1), 125-137. https://doi.org/10.1007/s11858-019-01078-0
Amoako, I., Brembong, D. A., & Bortey, J. (2019). Knowledge of Formative Assessment practices among senior High School Mathematics Teachers in Ghana. Open Journal of Social Science Research, 3(3), 8-13.
Andrade, H. L., & Brookhart, S. M. (2019). Classroom assessment as the co-regulation of learning. Assessment in Education: Principles, Policy & Practice, 27(4), 350-372. https://doi.org/10.1080/0969594X.2019.1571992
Baubeng, I. Atingane, A. B., & Amoako. (2019). Practices, challenges, and Perceived Influence, of Classroom Assessment on Mathematics Instruction. International Journal of Assessment Tools in Education, 6(3), 476-486.
Blomeke, S., Kaiser, G., & Koning, J. (2020). Profiles of mathematics teachers’ competence and their relation to instructional quality. Mathematics Education, 52(2), 329-342. https://doi.org/10.1007/s11858-020-01128-y
Bondie, R, S., Dahnke, C., & Zusho, A. (2019). How does changing "One Size Fits All" to differentiated Instruction Affect Teaching? Review of Research in Education (chapter 12, 43(1), pp. 336-362). SAGE Publication.
Davis, K., Christodoulou J. Seider, S., & Gardiner H. (2011) The Theory of Multiple Intelligences. In R. J. Sternberg & S. B. Kaufman (Eds.) Cambridge Handbook of Intelligence. Cambridge University Press: Cambridge.
Department of Basic Education. (2019). Mathematics Teaching and Learning Framework for South Africa: Teaching and Learning mathematics for understanding. Department Printers: Pretoria RSA.
Department of Higher Education. (2019). Minimum Requirement for Teacher Qualification in South Africa. Pretoria. Government Press.
Department of Basic Education. (2011) South African curriculum and assessment policy statements, Department of Education, Pretoria.
Donohue, D. K., & Bornman, J. (2014). The challenges of realizing Inclusive Education in South Africa, South African Journal of Education, 34(2),1-14.
Dryden, G., &Vos, J. (2005) (Eds.). New learning Revolution. United Kingdom: Network Educational Press Ltd.
Fleisch, B. (2008). Primary education in crisis: Why South African schoolchildren underachieve in reading and mathematics. Juta, Cape Town.
Goulet-Lyle, M., Voyer, D., & Wershaffel, L. (2019). How does imposing a step-by-step solution method impact students' approach to mathematics word problem-solving? Mathematics Education, 52(1), 139-149. https://doi.org/10.1007/s11858-019-01098-w
Hazell, E., Spencer, G., & Robert, N. (2019). Improving Grade R mathematics teaching in South Africa: Evidence from an impact evaluation of a province-wide intervention.
Henning, E., Ehlert, A., Balzer, L., Ragpot, L., Herholdt, R., & Fritz, A. (2019) Marko-DSA: Assessment of number concept development. University of Johannesburg printers: Johannesburg RSA.
Henning, E., van Rensburg, W., & Smit, B. (2013). Finding your way in qualitative research. Pretoria: Van Schaik
Kim, H. J. (2019). Teacher learning opportunities provided by implementing formative assessment lessons: Becoming responsive to student mathematical thinking. International Journal of Science and Mathematics Education, 17, 341–361.
Mullis, I. V. S., Martin, M. O., & Hooper, M. (2017). Measuring changing educational context in a changing world: Evolution of TIMMS and PIRLS questionnaire. In M. Rosen, K. Y. Hansen & U. Woff (Eds). Cognitive abilities and educational outcomes.
Nguare, M. W., Hungi, N., & Mutisya, M. (2018). Assessing Learning: How can classroom-based teachers assess students’ competences in Numeracy. Journal of Assessment in Education, 26(2), 222-244. https://doi.org/10.1080/0969594X.2018.1503156
Reddy, V. B. (2006). Mathematics and science achievement at South African schools in TIMMS 2003. Cape Town.
Schollar, E. (2008). The primary mathematics research project 2004–2007: Towards evidence-based educational development in South Africa. Primary Mathematics Project, Johannesburg.
Semana, S., & Santos, L. (2018) Self-regulation capacity of middle school students in mathematics. Mathematics Education, 50(6), 743-755. https://doi.org/10.1007/s11858-018-0954-0
Spaull, N., & Kotze, J. (2015). ‘Starting behind and staying behind in South Africa International Journal of Educational Development, 41, 13–24.
Tomlinson, C. A. (2020). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria. Retrieved from http://www.ascd.org/publications
Tomlinson, C. A. & Moon, T. (2013). Differentiation and classroom assessment. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 415–430). Los Angeles: SAGE.
Tymms, P. (2013). Baseline Assessment and Monitoring in Primary schools: Achievement, Attitudes, and Value-added indicators. New York: Routledge.
Veldhuis, M., & van den Heuvel-Panhuizen, M. (2019). Supporting primary school teachers’ classroom assessment in mathematics education: effects on student achievement. Mathematics Education Research Journal, 32, 449–471. https://doi.org/10.1007/s13394-019-00281-2
Venkat, H., & Spaull, N. (2015). What do we know about primary teachers' mathematical content knowledge in South Africa? An analysis of SACMEQ 2007. International Journal of Educational Development, 41, 121-130. https://doi.org/10.1016/j.ijedudev.2015.02.002
Wright, R. J. Martland, J., & Stafford, A. K. (2006). Early numeracy: Assessment for teaching and intervention. London: Paul Chapman Publishing Ltd.
Downloads
Published
Issue
Section
License
Copyright (c) 2020 Mamsi Ethe Khuzwayo, Herbert Bhekumusa Khuzwayo
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).