Vrednovanje kao strategija učenja matematike

Hunjek, Marijana (2015) Vrednovanje kao strategija učenja matematike. Diploma thesis, Faculty of Science > Department of Mathematics.

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Abstract

The main goal of assessment as a teaching strategy is improvement in student's motivation and learning. In order to accomplish it, the teacher has to gather information about the student continuously, asses his work and give stimulating feedback, but also create a class atmosphere in which there is a belief that success is possible to accomplish. Gathering information about students is an important aspect of assessment which covers a wide spectrum of formal and informal techniques available to teachers. By gathering information about students, teachers form their expectations about the knowledge of students. The expected student accomplishments represent clearly manifested competence, i.e. expected knowledge, skills and abilities, but also values and attitudes that students have to acquire and be able to show upon the successful ending of a particular class subject, programs, educational degree or educational cycle. One of the ways a teacher can use information gathered through assessment is to give answers to students after they show their knowledge and skills. That answer is referred to as feedback. The appropriate feedback affects the belief that success depends on factors which can be mastered and helps with the student's confidence. The teacher, in order to help his students to accomplish a certain degree of education, has to organize teaching which will help students to learn. Contemporary approaches in assessment and education, as are apprenticeships and differentiated teaching, can be very useful to teachers. However, in order to make classes meet the current requirements, training students for valid and reliable self-assessment is crucial. Furthermore, strategies of formative assessment give the teacher a chance to monitor a student's progress in mathematics. Eleven strategies with examples of application in certain mathematical contents, and also the contribution of the strategy in encouraging the students to learn and improving teaching are described in this paper. In order for the teacher to make an assessment on the student's accomplishments and results, rubrics are a helpful tool, so a teacher has to be trained to make them.

Item Type: Thesis (Diploma thesis)
Supervisor: Čižmešija, Aleksandra and Tot, Daria
Date: 2015
Number of Pages: 134
Subjects: NATURAL SCIENCES > Mathematics
Divisions: Faculty of Science > Department of Mathematics
Depositing User: Iva Prah
Date Deposited: 13 Jan 2016 11:56
Last Modified: 13 Jan 2016 11:56
URI: http://digre.pmf.unizg.hr/id/eprint/4372

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