Duration: 5.5 hours (the session includes discussion about assessment, workshop on
developing assessment items, and critiquing of developed assessment items)
Objectives: At the end of the session, the participants will be able to:
solve assessment items in elementary school mathematics
classify assessment items based on the TIMSS framework
develop constructed response and multiple choice type of items
explain distractors for the multiple choice items
develop rubrics for the constructed response items
critique the developed assessment items
revise the assessment items based on the comments and suggestions given during the
critiquing
Resources Needed: LCD Projector, blackboard/whiteboard, chalk/whiteboard pen, Manila
paper, permanent marker, Worksheets 1 and 2
Procedure:
Introduction
This session consists of three parts: discussion on assessment, workshop on developing
assessment items for Grade 4 Mathematics and critiquing of the developed items. In this
session, the participants will be exposed to assessment items, both multiple choice and
constructed response, covering the cognitive domains of the Trends in Mathematics and
Science Study (TIMSS) 2011 mathematics framework. They will be made to answer the
items, explore different solutions for constructed response items such as open-ended
problems, explain reasons for possible distractors, and classify the items using the TIMSS
framework. They will also be shown actual answers of the pupils to the assessment items.
From these answers, they will infer the understanding, difficulties and misconceptions of the
pupils. For the workshop, the participants will be grouped and each group will develop one
multiple choice- type item and one constructed response item. The items will be presented to
the class for critiquing.
Activity
Distribute Worksheet 1 (Refer to the attached Worksheet 1).
Let the participants solve the assessment items in Worksheet 1.
Encourage the participants to think of several solutions or answers, if
possible.
Let the participants present the answers to each problem one at a time.
Analysis
Discuss the answers/solutions to the problems and address
misconceptions that may surface.
Show actual pupils' responses to each item. Elicit from the participants
possible pupils' understanding/misconception related to the item.
Show a rubric which may be used to score the pupils responses to one
constructed response item. Let the participants give their comments and
suggestions about the rubric.
Let the participants explain the distractors to one multiple choice item.
Abstraction
Let the participants identify the thinking skills involved in answering each
item and let them explain their answers.
Discuss the TIMSS 2011 Mathematics Framework for Cognitive Domains
National Training of Trainers of Grade 4 Teachers for the K to 12 Basic Education Program
UP National Institute for Science and Mathematics Education Development
Batch 1: April 5-10, 2015
Batch 2: April 19-24, 2015
1
and let the participants classify into which cognitive domain each item
belongs.
Application
Assessment item 2:
Correct answer: D. Scale on the vertical axis
Using the TIMSS Framework, it can be classified under the domain Knowing
What to focus on:
The difficulties that the pupils may encounter in answering the item.
Discuss the importance of having pupils know the parts of the graph.
Assessment Item 3:
Correct answer: 12 square units
Using the TIMSS Framework, it can be classified under the domain Reasoning
Possible solutions to the problems:
Solution 1:
1 x 12 = 12 units
Solution 2:
Five squares of the same size make up the figure. However, only 4 are along its perimeter. Out of the 4 side
To find its perimeter,
4 x 3 = 12 units
The perimeter of the figure is 12 units.
Solution 3:
the perimeter of one square.
Find
1 x 4 = 4 units
the perimeter of the 4 squares found along the figure.
Get
4 x 4 = 16 units
Subtract the length of the 4 sides found inside the figure.
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of Grade 4 Teachers for the K to 12 Basic Education Program
16 Training
- 4 of=Trainers
12 units
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Batch 2: April 19-24, 2015
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Solution 4:
the sides of the squares, as shown, to form one big square that measures 3 units by 3 unit
Imagine moving
this big square is,
The perimeter of
=4 x 3
= 12 units
Solution 5:
Consider the 5 squares that make up the figure. If we consider the perimeter of all these 5 squares, it will b
Perimeter of 1 square = 4 x 1
= 4 units
Perimeter of 5 squares = 5 x 4
= 20 units
However, the square in the middle is not along the figure. So, its perimeter has to be deducted from the to
20 - 4 = 16 units
The sides of the 4 squares touching the sides of the square in the middle cannot also be counted because t
16 - 4 = 12 units
The perimeter
the figure
is 12of
units.
of
Incorrect
responses
the pupils:
Answer: 5 units
Answer: 16 units
Answer: 20 units
National Training of Trainers of Grade 4 Teachers for the K to 12 Basic Education Program
UP National Institute for Science and Mathematics Education Development
Batch 1: April 5-10, 2015
Batch 2: April 19-24, 2015
4
Using the TIMSS Framework, it can be classified under the domain Applying
Correct answer:
Possible solutions to the problems:
Incorrect
What
to
focus on:
Co
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UP National Institute for Science and Mathematics Education Development
Batch 1: April 5-10, 2015
Batch 2: April 19-24, 2015
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Assessment Item 5
Correct answer:
All the shapes in the options could be formed from two triangles. However, it is only
the shape in option A which is not formed using two congruent right triangles as
shown.
C.
A
or
C.
B.
D
Using the TIMSS Framework, it can be classified under the domain Reasoning
What to focus on:
The properties of the shape that could be formed from cutting the rectangle.
The properties of the shapes that could be formed from cutting each shape in the
National Training of Trainers of Grade 4 Teachers for the K to 12 Basic Education Program
UP National Institute for Science and Mathematics Education Development
Batch 1: April 5-10, 2015
Batch 2: April 19-24, 2015
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options.
Based on the incorrect responses of the pupils, infer the difficulties that they have
in answering the item.
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Recall
Recall definitions; terminology; number properties; geometric properties; and notation
(e.g., a x b = ab, a + a + a = 3a).
Recognize
Recognize mathematical objects, e.g., shapes, numbers, expressions, and quantities.
Recognize mathematical entities that are mathematically equivalent (e.g., equivalent
familiar fractions, decimals and percents; different orientations of simple geometric
figures).
Compute
Carry out algorithmic procedures for +, , x, , or a combination of these with whole
numbers, fractions, decimals and integer.
Approximate numbers of estimate
computations. Carry out routine algebraic procedures.
Retrieve
Retrieve information from graphs, tables, or other sources; read simple scale.
Measure
Use measuring instruments; choose appropriate units of measurement.
Classify/Order
Classify/group objects, shapes, numbers, and expressions according to common
properties; make correct decisions about class membership; and order numbers and
objects by attributes.
Applying
The applying domain involves the application of mathematical tools in a range of
contexts. The facts, concepts, and procedures will often be very familiar to the student, with
the problems being routine ones. In some items aligned with this domain, students need to
apply mathematical knowledge of facts, skills, and procedures or understanding of
mathematical concepts to create representations. Representation of ideas forms the core of
mathematical thinking and communication, and the ability to create equivalent
representations is fundamental to success in the subject.
Problem solving is central to the applying domain, but the problem settings are more
routine than those aligned with the reasoning domain, being rooted firmly in the implemented
curriculum. The routine problems will typically have been standard in classroom exercises
designed to provide practice in particular methods or techniques. Some of these problems
will have been in words that set the problem situation in a quasi-real context. Though they
range in difficulty, each of these types of textbook problems is expected to be sufficiently
familiar to students that they will essentially involve selecting and applying learned facts,
concepts, and procedures.
Problems may be set in real-life situations, or may be concerned with purely
mathematical questions involving, for example, numeric or algebraic expressions, functions,
equations, geometric figures, or statistical data sets. Therefore, problem solving is included
National Training of Trainers of Grade 4 Teachers for the K to 12 Basic Education Program
UP National Institute for Science and Mathematics Education Development
Batch 1: April 5-10, 2015
Batch 2: April 19-24, 2015
8
not only in the applying domain, with emphasis on the more familiar and routine tasks, but
also in the reasoning domain.
Select
Select an efficient/appropriate operation, method, or strategy for solving problems
where there is a known procedure, algorithm, or method of solution.
Represent
Display mathematical information and data in diagrams, tables, charts, or graphs, and
generate equivalent representations for a given mathematical entity or relationship.
Model
Generate an appropriate model, such as an equation, geometric figure, or diagram for
solving a routine problem.
Implement
Implement a set of mathematical instructions (e.g., draw shapes and diagrams to given
specifications).
Solve Routine Problems
Solve standard problems similar to those encountered in class. The problems can be
in familiar contexts or purely mathematical.
Reasoning
Reasoning mathematically involves the capacity for logical, systematic thinking. It
includes intuitive and inductive reasoning based on patterns and regularities that can be used
to arrive at solutions to non-routine problems. Non-routine problems are problems that are
very likely to be unfamiliar to students. They make cognitive demands over and above those
needed for solution of routine problems, even when the knowledge and skills required for
their solution have been learned. Non-routine problems may be purely mathematical or may
have real-life settings. Both types of items involve transfer of knowledge and skills to new
situations, and interactions among reasoning skills are usually a feature.
Problems requiring reasoning may do so in different ways, because of the novelty of
the context or the complexity of the situation, or because any solution to the problem must
involve several steps, perhaps drawing on knowledge and understanding from different areas
of mathematics.
Even though of the many behaviours listed within the reasoning domain are those that
may be drawn on in thinking about and solving novel or complex problems, each by itself
represents a valuable outcome of mathematics education, with the potential to influence
learners thinking more generally. For example, reasoning involves the ability to observe and
make conjectures. It also involves making logical deductions based on specific assumptions
and rules, and justifying results.
Analyze
Determine, describe, or use relationships between variables or objects in mathematical
situations, and make valid inferences from given information.
National Training of Trainers of Grade 4 Teachers for the K to 12 Basic Education Program
UP National Institute for Science and Mathematics Education Development
Batch 1: April 5-10, 2015
Batch 2: April 19-24, 2015
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Generalize/Specialize
Extend the domain to which the result of mathematical thinking and problem solving
is applicable by restating results in more general and more widely applicable terms.
Integrate/Synthesize
Make connections between different elements of knowledge and related
representations, and make linkages between related mathematical ideas. Combine
mathematical facts, concepts, and procedures to establish results, and combine results to
produce a further result.
Justify
Provide a justification by reference to known mathematical results or properties.
Solve non-routine Problems
Solve problems set in mathematical or real life contexts where students are unlikely to
have encountered closely similar items, and apply mathematical facts, concepts, and
procedures in unfamiliar or complex contexts.
Source:
http://timss.bc.edu/timss2011/downloads/TIMSS2011_Frameworks-Chapter1.pdf
Worksheet 1
Answer the following assessment items.
1. Jessica has 5-peso and 10-peso coins. The number of her 5-peso coins
is twice the number of her 10-peso coins. If she has twenty 10-peso
coins, how much money does she have?
A. PhP 210.00
B. PhP 250.00
C. PhP 300.00
D. PhP 400.00
2. Willie constructed a bar graph to show the number of girls and boys in Grade 4 Roxas.
Pupils of Grade 4 - Roxas
Number of Pupils
Boys Girls
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to 12 Basic Education Program
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Answer: ____________
Explain how you got your answer.
3
4
2
3
of
3
4
C.
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UP National Institute for Science and Mathematics Education Development
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B.
D.
Worksheet 2
Do the following collaboratively.
1. Develop one constructed response item with rubric and possible solutions/answers
and one multiple choice type-item with explanation for distractors.
2. Present the items to the class for critiquing.
3. Revise the items based on the suggestions and comments given during the critiquing.
Original Assessment Item
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Constructed Response:
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Multiple Choice:
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