{"title":"超越测试分数:报告数学评估结果以加强教学的框架","authors":"M. Moloi, A. Kanjee","doi":"10.4102/PYTHAGORAS.V39I1.393","DOIUrl":null,"url":null,"abstract":"In this article we propose a framework for reporting mathematics results from national assessment surveys (NAS) such that effective use of the resulting reports can enhance teaching and learning. We explored literature on factors that may contribute to non-utilisation of assessment data as a basis for decision-making. In the context of South Africa, we identified the form and formats in which results of NAS are reported as a possible limiting factor to the effective use of summative assessment results for formative purposes. As an alternative, we propose a standards-based reporting framework that will ensure accurate measurement of, and meaningful feedback on, what learners know and can do. We illustrate how, within a properly designed reporting framework, the results of a NAS in mathematics can be used for formative purposes to enhance teaching and learning and, possibly, improve learner performance.","PeriodicalId":43521,"journal":{"name":"Pythagoras","volume":" ","pages":""},"PeriodicalIF":0.3000,"publicationDate":"2018-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/PYTHAGORAS.V39I1.393","citationCount":"4","resultStr":"{\"title\":\"Beyond test scores: A framework for reporting mathematics assessment results to enhance teaching and learning\",\"authors\":\"M. Moloi, A. Kanjee\",\"doi\":\"10.4102/PYTHAGORAS.V39I1.393\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this article we propose a framework for reporting mathematics results from national assessment surveys (NAS) such that effective use of the resulting reports can enhance teaching and learning. We explored literature on factors that may contribute to non-utilisation of assessment data as a basis for decision-making. In the context of South Africa, we identified the form and formats in which results of NAS are reported as a possible limiting factor to the effective use of summative assessment results for formative purposes. As an alternative, we propose a standards-based reporting framework that will ensure accurate measurement of, and meaningful feedback on, what learners know and can do. We illustrate how, within a properly designed reporting framework, the results of a NAS in mathematics can be used for formative purposes to enhance teaching and learning and, possibly, improve learner performance.\",\"PeriodicalId\":43521,\"journal\":{\"name\":\"Pythagoras\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.3000,\"publicationDate\":\"2018-07-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.4102/PYTHAGORAS.V39I1.393\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Pythagoras\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4102/PYTHAGORAS.V39I1.393\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Pythagoras","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4102/PYTHAGORAS.V39I1.393","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Beyond test scores: A framework for reporting mathematics assessment results to enhance teaching and learning
In this article we propose a framework for reporting mathematics results from national assessment surveys (NAS) such that effective use of the resulting reports can enhance teaching and learning. We explored literature on factors that may contribute to non-utilisation of assessment data as a basis for decision-making. In the context of South Africa, we identified the form and formats in which results of NAS are reported as a possible limiting factor to the effective use of summative assessment results for formative purposes. As an alternative, we propose a standards-based reporting framework that will ensure accurate measurement of, and meaningful feedback on, what learners know and can do. We illustrate how, within a properly designed reporting framework, the results of a NAS in mathematics can be used for formative purposes to enhance teaching and learning and, possibly, improve learner performance.
期刊介绍:
Pythagoras is a scholarly research journal that provides a forum for the presentation and critical discussion of current research and developments in mathematics education at both national and international level. Pythagoras publishes articles that significantly contribute to our understanding of mathematics teaching, learning and curriculum studies, including reports of research (experiments, case studies, surveys, philosophical and historical studies, etc.), critical analyses of school mathematics curricular and teacher development initiatives, literature reviews, theoretical analyses, exposition of mathematical thinking (mathematical practices) and commentaries on issues relating to the teaching and learning of mathematics at all levels of education.