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RI sme6034 sem 1 Dr Faizal

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This document provides an instructional plan for a course titled "Assessment in Mathematics Learning" to be taught in the Department of Mathematics at Sultan Idris Education University. The course aims to examine theories, processes and issues related to mathematics assessment. Over 14 weeks, students will develop assessment tools, analyze assessment theories and strategies, and interpret evidence of learning. Assessment includes assignments, presentations and a final exam. The plan outlines learning outcomes, teaching activities, assessment methods, and a weekly schedule.

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1 | P a g e SME6034 Assessment in Mathematics Learning INSTRUCTIONAL PLAN Department of Mathematics Faculty of Science and Mathematics Sultan Idris Education University SESSION 2016/2017
UPSI(ISO)/FAK/PdP/P02/RI(BI) Pindaan 00 2 / 8 INSTRUCTIONAL PLAN Faculty : Faculty of Science and Mathematics Department : Mathematics Semester : 1 Session : 2016/2017 Course Name : Assessment in Mathematics Learning Course Code : SME6034 Credit Hour : 4 Pre requisite : None LECTURER’S INFORMATION: Name : Dr. Mohd Faizal Nizam Lee Bin Abdullah E-mail : faizalee@fsmt.upsi.edu.my Telephone number: 01548797414 / 0126179815 Room number : 10 Third Floor Block 2 Sultan Azlan Shah Campus COURSE SYNOPSIS: This course examines the theories, processes and issues related to mathematics assessment to enable students to have a critical perspective of the field. Development of mathematics assessment tools and the interpretations of the evidence of learning gathered will also be stressed. Both traditional and alternative assessment strategies practiced in mathematics classroom will be covered including discussions on school- based assessment. RATIONALE OF THE COURSE: This course enables students to develop mathematics assessment tools, to interpret learning’s evidence, to analyse theories, processess and issues of mathematics assessment, to carry out different types of mathematics assessment in the classroom and to make judgement and decission based on the assessment result effectively. Head of Department‘s Verification: Date:
UPSI(ISO)/FAK/PdP/P02/RI(BI) Pindaan 00 3 / 8 LEARNING OUTCOMES: 1. Develop mathematics assessment tools. (C5) 2. Interpret the evidence of learning gathered. (C4) 3. Analyze the theories, processes and issues pertaining to mathematics assessment. (C4,CT4) 4. Carry out traditional and alternative assessment strategies practiced in mathematics classroom including school-based assessment. (P4) 5. Make judgment and decisions effectively. (A4, EM2) TRANSFERABLE SKILLS: Communication Skill, Teamwork, Critical Thinking, Problem Solving REFERENCES: Depka, E. (2007). Designing Assessment for Mathematics(2nd ed.). Thousand Oaks: Corwin Press. Miller, M. D., Linn,R. L.,& Gronlund,N.E. (2009). Measurement and Assessment in Teaching(10th ed.). Upper Saddle River, N.J.: Merrill/Pearson. Schwartz, J. L., & Kenney, J. M. (2008). Task and Rubrics for Balanced Mathematics Assessment in Primary and Elementary Grades. Thousand Oaks, CA: Corwin Press. Lee, C. (2006). Language for learning mathematics assessment for learning in practice. Maidenhead, England: Open University Press. Oberdorf, C.,& Taylor-Cox,J.(2012).Using formative assessment to drive mathematics instruction in grade 3-5. Larchmont, NY: Eye on Education. Thomas, E. J.,& Brunsting,J.R. (2010). Styles and strategies for teaching middle school mathematics 21 techniques for differentiating instruction and assessment. Thousand Oaks: Corwin A Sage Company. Tobey, C. R. ,& Minton ,L.(2011). Uncovering student thinking in mathematics, grades K- 5 25 formative assessment probes for the elementary classroom. Thousand Oaks, Calif.: Corwin Press.
UPSI(ISO)/FAK/PdP/P02/RI(BI) Pindaan 00 4 / 8 METHODS OF SOFT SKILLS EMBEDDED: STUDENT’s PERFORMANCE ASSESSMENT Course work Percentage Details LO % Assignment 1 (Group) 1, 3, 5 20 Assingment 2 (Group) 3, 4, 5 20 Assignment 3 (Individual) 1, 2, 3, 5 20 Finalexam 2, 3, 5 40 Total 100% Activity KOM BKMM PBPM KKBP KKU KKP EM Assignment / / / / / Lecture / / / Presentation / / Abbreviation Skills KOM Communication Skill BKMM Critical Thinking and Problem Solving Skills PBPM Continuous Learning and Information Management KKBP TeamWork Skills KKU Entrepreneurial Skills KKP Leadership Skill EM Professional Ethics and Moral
UPSI(ISO)/FAK/PdP/P02/RI(BI) Pindaan 00 5 / 8 GRADING SCALE: MARKS (POINTS INTERVAL) GRADE GPA/CGPA 80-100 A 4.00 75- 79 A- 3.75 70-74 B+ 3.45 65-69 B 3.00 60-64 C+ 2.75 59 dan ke bawah F 0.00 SOFT SKILS GRADING SCALE: Rubrics as in Buku Kemahiran Insaniah/Soft skills Scale 4 Excellent 3 Good 2 Moderate 1 Weak
UPSI(ISO)/FAK/PdP/P02/RI(BI) Pindaan 00 6 / 8 WEEK TEACHING SCHEDULE: *Optional Week Chapter/Topic Learning outcomes At the end of each week, the students should be able to: Soft skills Learning & Teaching Activities Assessment 1 Explain instructional plan and attendance rules and requirements Introduction to assessment in mathematics learning. state the purpose of conducting assessment in mathematics learning. KOM, BKMM, PBPM, KKBP Lecture, group discussion & presentation Presentation 2 – 4 Theories, processes and issues pertaining to mathematics assessment. analyse the theories, processes and issues pertaining to mathematics assessment. KOM, BKMM, PBPM, KKBP Lecture, group discussion & presentation Assignment 1 Final Exam *Abbreviation Activity Abbreviation Assessment
UPSI(ISO)/FAK/PdP/P02/RI(BI) Pindaan 00 7 / 8 5 – 6 Traditional assessment strategies practiced in mathematics classroom. carry out traditional assessment strategies practiced in mathematics classroom. KOM, BKMM, PBPM, KKBP Lecture, group discussion & presentation Assignment 2 7 – 8 Alternative assessment strategies including school-based assessment. carry out alternative assessment strategies including school-based assessment. KOM, BKMM, PBPM, KKBP Lecture, group discussion & presentation Assignment 2 9 – 12 Developing mathematics assessment tools. develop mathematics assessment tools such as MCQ questions and esei questions. KOM, BKMM, PBPM, KKBP Lecture, group discussion & presentation Assignment 3 13 – 14 Interpreting the gathered evidence of learning. Interpret the evidence of learning gathered. KOM, BKMM, PBPM, KKBP Lecture, group discussion & presentation Assignment 3 Final Exam
UPSI(ISO)/FAK/PdP/P02/RI(BI) Pindaan 00 8 / 8 TUTORIAL/LAB/WORKSHOP PLAN No Topic Learning Outcome Soft skill Learning &Teaching Activities Assessment 1 Reminder: 1. Students are required to attend all meetings specified for a course in the form of lectures/tutorials/practicals, including t he compulsory attendance (CA) determined by the Faculty(item 13.1 – Course Work Mode and item 14.1 – Mixed Mode) 2. Students who do not comply with the above regulations for any course without reasons acceptable to the Senate will not be allowed to sit for the examination for that course. (item 13.2 – Course Work Mode and item 14.2 – Mixed Mode) 3. Students who do not fulfil 80% of attendance for lectures/tutorials/practicals will be barred from sitting for the examination. (item 13.3 – Course Work Mode and item 14.3 – Mixed Mode) 4. Student who has to represent UPSI/State/Country in activity that is directed by the government or UPSI, is required to obtain a recommendation letter from the Dean of Faculty and must be approved by the Institute of Graduate Studies.

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RI sme6034 sem 1 Dr Faizal

  • 1. 1 | P a g e SME6034 Assessment in Mathematics Learning INSTRUCTIONAL PLAN Department of Mathematics Faculty of Science and Mathematics Sultan Idris Education University SESSION 2016/2017
  • 2. UPSI(ISO)/FAK/PdP/P02/RI(BI) Pindaan 00 2 / 8 INSTRUCTIONAL PLAN Faculty : Faculty of Science and Mathematics Department : Mathematics Semester : 1 Session : 2016/2017 Course Name : Assessment in Mathematics Learning Course Code : SME6034 Credit Hour : 4 Pre requisite : None LECTURER’S INFORMATION: Name : Dr. Mohd Faizal Nizam Lee Bin Abdullah E-mail : faizalee@fsmt.upsi.edu.my Telephone number: 01548797414 / 0126179815 Room number : 10 Third Floor Block 2 Sultan Azlan Shah Campus COURSE SYNOPSIS: This course examines the theories, processes and issues related to mathematics assessment to enable students to have a critical perspective of the field. Development of mathematics assessment tools and the interpretations of the evidence of learning gathered will also be stressed. Both traditional and alternative assessment strategies practiced in mathematics classroom will be covered including discussions on school- based assessment. RATIONALE OF THE COURSE: This course enables students to develop mathematics assessment tools, to interpret learning’s evidence, to analyse theories, processess and issues of mathematics assessment, to carry out different types of mathematics assessment in the classroom and to make judgement and decission based on the assessment result effectively. Head of Department‘s Verification: Date:
  • 3. UPSI(ISO)/FAK/PdP/P02/RI(BI) Pindaan 00 3 / 8 LEARNING OUTCOMES: 1. Develop mathematics assessment tools. (C5) 2. Interpret the evidence of learning gathered. (C4) 3. Analyze the theories, processes and issues pertaining to mathematics assessment. (C4,CT4) 4. Carry out traditional and alternative assessment strategies practiced in mathematics classroom including school-based assessment. (P4) 5. Make judgment and decisions effectively. (A4, EM2) TRANSFERABLE SKILLS: Communication Skill, Teamwork, Critical Thinking, Problem Solving REFERENCES: Depka, E. (2007). Designing Assessment for Mathematics(2nd ed.). Thousand Oaks: Corwin Press. Miller, M. D., Linn,R. L.,& Gronlund,N.E. (2009). Measurement and Assessment in Teaching(10th ed.). Upper Saddle River, N.J.: Merrill/Pearson. Schwartz, J. L., & Kenney, J. M. (2008). Task and Rubrics for Balanced Mathematics Assessment in Primary and Elementary Grades. Thousand Oaks, CA: Corwin Press. Lee, C. (2006). Language for learning mathematics assessment for learning in practice. Maidenhead, England: Open University Press. Oberdorf, C.,& Taylor-Cox,J.(2012).Using formative assessment to drive mathematics instruction in grade 3-5. Larchmont, NY: Eye on Education. Thomas, E. J.,& Brunsting,J.R. (2010). Styles and strategies for teaching middle school mathematics 21 techniques for differentiating instruction and assessment. Thousand Oaks: Corwin A Sage Company. Tobey, C. R. ,& Minton ,L.(2011). Uncovering student thinking in mathematics, grades K- 5 25 formative assessment probes for the elementary classroom. Thousand Oaks, Calif.: Corwin Press.
  • 4. UPSI(ISO)/FAK/PdP/P02/RI(BI) Pindaan 00 4 / 8 METHODS OF SOFT SKILLS EMBEDDED: STUDENT’s PERFORMANCE ASSESSMENT Course work Percentage Details LO % Assignment 1 (Group) 1, 3, 5 20 Assingment 2 (Group) 3, 4, 5 20 Assignment 3 (Individual) 1, 2, 3, 5 20 Finalexam 2, 3, 5 40 Total 100% Activity KOM BKMM PBPM KKBP KKU KKP EM Assignment / / / / / Lecture / / / Presentation / / Abbreviation Skills KOM Communication Skill BKMM Critical Thinking and Problem Solving Skills PBPM Continuous Learning and Information Management KKBP TeamWork Skills KKU Entrepreneurial Skills KKP Leadership Skill EM Professional Ethics and Moral
  • 5. UPSI(ISO)/FAK/PdP/P02/RI(BI) Pindaan 00 5 / 8 GRADING SCALE: MARKS (POINTS INTERVAL) GRADE GPA/CGPA 80-100 A 4.00 75- 79 A- 3.75 70-74 B+ 3.45 65-69 B 3.00 60-64 C+ 2.75 59 dan ke bawah F 0.00 SOFT SKILS GRADING SCALE: Rubrics as in Buku Kemahiran Insaniah/Soft skills Scale 4 Excellent 3 Good 2 Moderate 1 Weak
  • 6. UPSI(ISO)/FAK/PdP/P02/RI(BI) Pindaan 00 6 / 8 WEEK TEACHING SCHEDULE: *Optional Week Chapter/Topic Learning outcomes At the end of each week, the students should be able to: Soft skills Learning & Teaching Activities Assessment 1 Explain instructional plan and attendance rules and requirements Introduction to assessment in mathematics learning. state the purpose of conducting assessment in mathematics learning. KOM, BKMM, PBPM, KKBP Lecture, group discussion & presentation Presentation 2 – 4 Theories, processes and issues pertaining to mathematics assessment. analyse the theories, processes and issues pertaining to mathematics assessment. KOM, BKMM, PBPM, KKBP Lecture, group discussion & presentation Assignment 1 Final Exam *Abbreviation Activity Abbreviation Assessment
  • 7. UPSI(ISO)/FAK/PdP/P02/RI(BI) Pindaan 00 7 / 8 5 – 6 Traditional assessment strategies practiced in mathematics classroom. carry out traditional assessment strategies practiced in mathematics classroom. KOM, BKMM, PBPM, KKBP Lecture, group discussion & presentation Assignment 2 7 – 8 Alternative assessment strategies including school-based assessment. carry out alternative assessment strategies including school-based assessment. KOM, BKMM, PBPM, KKBP Lecture, group discussion & presentation Assignment 2 9 – 12 Developing mathematics assessment tools. develop mathematics assessment tools such as MCQ questions and esei questions. KOM, BKMM, PBPM, KKBP Lecture, group discussion & presentation Assignment 3 13 – 14 Interpreting the gathered evidence of learning. Interpret the evidence of learning gathered. KOM, BKMM, PBPM, KKBP Lecture, group discussion & presentation Assignment 3 Final Exam
  • 8. UPSI(ISO)/FAK/PdP/P02/RI(BI) Pindaan 00 8 / 8 TUTORIAL/LAB/WORKSHOP PLAN No Topic Learning Outcome Soft skill Learning &Teaching Activities Assessment 1 Reminder: 1. Students are required to attend all meetings specified for a course in the form of lectures/tutorials/practicals, including t he compulsory attendance (CA) determined by the Faculty(item 13.1 – Course Work Mode and item 14.1 – Mixed Mode) 2. Students who do not comply with the above regulations for any course without reasons acceptable to the Senate will not be allowed to sit for the examination for that course. (item 13.2 – Course Work Mode and item 14.2 – Mixed Mode) 3. Students who do not fulfil 80% of attendance for lectures/tutorials/practicals will be barred from sitting for the examination. (item 13.3 – Course Work Mode and item 14.3 – Mixed Mode) 4. Student who has to represent UPSI/State/Country in activity that is directed by the government or UPSI, is required to obtain a recommendation letter from the Dean of Faculty and must be approved by the Institute of Graduate Studies.