Assessment in Mathematics



Use of reasoning can only be achieved through questioning, a major theme in this essay. Additionally, learning cannot be termed successful if the learners have not been assessed (Black &amp. William, 2001). From a simple question, a lot can be derived from just a single concept. This essay shall center on the implications of assessment on the teaching and learning environment in relation to the national and school’s policy. 1.0. Introduction In the course of teaching and learning, it is of the essence that a myriad of tests are given to learners so as to make certain that the learners are well tested on the concepts taught in the classroom. With the concepts trained in Mathematics are mostly concerned with solving problems, the teachers cannot confine themselves on multiple choice questions, but quizzes that are meant to define the weight of understanding of the whole concept by the students. With the learners being subjected to challenging concepts by the day, the learners are at mot times at par with the concepts being taught in the classroom setting. This leads to the theory that both the formative and summative assessments cannot be estranged in the success of teaching and education and Mathematics. Analysts and researchers in the field of schooling claim that, no learning structure can be viewed as successful if the students have not been evaluated, and given a chance to improve on the previously achieved scores. With the learners having a chance to assess their improvement, learning becomes a joint approach between the educators and the learners. According to Donald &amp.Ainsworth (2006), formative evaluation as compared to summative evaluation allows learners have an immediate assessment strategy on the concepts being taught in the learning environment. Detection of limitations they have on a certain concept, they are able to take charge of what they need to improve on, in the course of learning. Summative assessment on the other hand, is only designed for the long term results and grading of the learners. Critics argue that summative assessment is more of a tool that shifts its energies to general assessment of the learners, not considering the aspect of improving the learners’ ability on an immediate manner. In this case, it is warranted to make the assumption that formative assessment are of great importance to teaching and learning as compared to summative education (Stanley &amp. Moore, 2009). Additionally, Lester &amp. National Council of Teachers of Mathematics (2007) indicate that if educators select formative assessments over summative assessments, their learners stand a better chance to have close monitoring of the learner progress and assistance on the tasking topics in the course of learning. Positive results are likely to be yielded in the learning environment with the educators devising the best approaches to apply while teaching. Positive results, new trends picked by the learners and varying responses can be well recorded in the learning environment in the case of formative assessment, since the entire process is continuous. This essay shall focus on the current national policy on assessment in Mathematics, the school policy on assessment, after that give a critical reflection of my personal classroom practice with assessment in Mathematics. Finally, the essay shall make a conclusion on the importance of theories of assessment in Mathematics among my learners. 2.0. Body 2.1. Current national policy on assessment in Mathematics Maughan &amp. Cooper (2010) indicate that in the UK, there have been massive attempts by