Math Assessment Self Reflection

Running head: MATH ASSESSMENT SELF REFLECTION 1
Math Assessment Self Reflection

MATH ASSESSMENT SELF REFLECTION 2
Math Assessment Self Reflection
Assessment has been given increasingly greater importance by stakeholders especially in
math learning at the earliest stages to give students grades, monitoring systems, helping
determine resource allocation, and to determine interventions as well as place students. The
overall aim is to improve learning as well as teaching. However, there have been issues with
consistencies in testing data after assessing students and as a result; I selected to use different
assessment approaches and tools touching on different thematic learning areas in the courses.
Using different assessment tools helped me understand the students better; the different tools test
different areas of learning and math skills in the learners (Fuentealba, 2011). This way, a teacher
is able to know the exact strengths of the learners as well as their weaknesses and know what
areas need to be improved. Using different testing tools helps in generating a richer mix of
insights in the competencies of the learners. This also helped me lower the personal burden for
assessments and even the students because using different assessment tools to assess different
thematic learning areas results in fewer assessments, but which are measured better- the key
concept is qualitative assessment rather than quantitative assessment (Kim, Han, Park & Lee,
2013).
The assessment tools ensure the teacher is able to understand the students’ abilities while
still in class and helps create better memory while also making it easy to develop innovative
interventions. Using a range of different assessment tools and strategies also provides the
learners with increased latitude in which to demonstrate their skills and knowledge across a
range of areas and contexts. The use a wide range of assessment repertoire also ensures students
disadvantaged by a single assessment method for any reason. It also creates confidence in the
learners because while a learner may not do well in one area, a different tool in a different aspect