COLEGIO DE SAN ANTONIO DE PADUA

COLLEGE OF TEACHER EDUCATION

De La Salle Supervised School
Guinsay, Danao City
S.Y. 2023-2024

ASSESSMENT AND
EVALUATION IN
MATHEMATICS (Module 1)

Compiled by:
Mary May C. Manto, LPT
Introduction
1|Assessment and Evaluation in Mathematics
Assessment and evaluation are essential to student success in mathematics. The purpose of
assessment is manifold: Assessment yields rich data to evaluate student learning, the
effectiveness of teaching, and the achievement of the prescribed curriculum outcomes.
However, assessment without evaluation is insufficient, as the collection and reporting of data
alone are not entirely useful unless the quality of the data is evaluated in relation to the
outcomes. To this end, teachers use rubrics, criteria, marking keys, and other
objective guides to evaluate the work of their students.

Unit 1: . Outcomes-based Assessment

Identify the significance of assessment and evaluation of learning In Mathematics.

Enumerate the DepEd policies on assessment of learning in Mathematics.
Describe the skills and attitudes to be achieved in K to 12 Mathematics learning
outcomes.
LEARNING OBJECTIVE

Lesson 1: Assessment and Evaluation of Learning in Mathematics

I. Overview of Outcomes-based Assessment

Outcomes assessment is the process of collecting information that will tell an organization whether the services,
activities, or experiences it offers are having the desired impact on those who partake in them. In other words, is
the organization making a difference in the lives of the individuals it serves?
Assessment
Assessment is the process of collecting information about student learning (for example, through observation,
portfolios, pencil-and-paper tests, performance). Assessment is the gathering of pertinent information.
Evaluation
Evaluation follows assessment by using the information gathered to determine a student’s strengths, needs, and
progress in meeting the learning outcomes. Evaluation is the process of making judgments or decisions based
on the information collected in assessment.

II. ROLE OF ASSESSMENT IN MATHEMATICS

The main aim of assessment is to collect information of learner’s achievement and progress and provide
direction for ongoing teaching and learning process. Assessment can be done through both formal and informal
activities. Assessment in Mathematics refers to the process of identifying, gathering and interpreting
information about learners’ mathematical learning. Assessment is the means, which deduces what learners
know and what they do not. It suggests teachers, learners, parents, and policymakers something about what
learners have learned and what more should be done in order to improve performances in Mathematics.
Assessment has a comprehensive meaning just not limited to evaluation of student’s performances. Assessment
can be used for following purposes:
A. Assessments for Learning
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Assessments are designed with a purpose. Some assessments are designed by teachers as assessments “for”
learning. The purpose of these assessments is, in part, to assist students in their progress towards the
achievement of prescribed curriculum outcomes. In such assessments, the tasks used by teachers should inform
students about what kinds of mathematical knowledge and performances are important. As well, assessments
for learning help teachers to know where their students are on the learning continuum, track each student’s
progress, and plan what “next steps” are required for student success. Following assessments for learning,
teachers help students toward the achievement of a mathematics outcome by providing them with further
opportunities to learn. In this way, such assessments take a developmental perspective and track students’
growth through the year.
B. Assessment as Learning
Some assessments for learning are designed specifically to encourage student involvement and provide students
with a continuous flow of information concerning their achievement. When students become involved in the
process of assessment, it becomes assessment “as” learning. Assessment techniques such as conversation,
interviews, interactive journals, and self-assessment help students to articulate their ideas and understandings
and to identify where they might need more assistance. Such techniques also provide students with insight into
their thinking processes and their understandings. This kind of assessment is used not only to allow students to
check on their progress, but to advance their understandings, to encourage them to take risks, to allow them to
make mistakes, and to enhance their learnings. This kind of assessment also helps students to monitor and
evaluate their own learning, to take responsibility for their own record keeping, and to reflect on how they learn.
Teachers should keep in mind that such assessment practices may be unfamiliar to students at first, and that the
emphasis on their being actively involved and thinking for themselves will be a challenge for some students.
Such practices, however, enable teachers and students, together, to form a plan that ensures students are clear
about what they have to do to achieve particular learning outcomes.
C. Assessments of Learning
Assessments “of” learning provide an overview of a student’s achievement in relation to the outcomes
documented in the Atlantic Canada mathematics curriculum that form the basis for the student’s learning
requirements. When an assessment of learning achieves its purpose, it provides information to the teacher for
the grading of student work in relation to the outcomes.
Final assessments of learning should be administered after the student has had the fullest opportunity to learn
the intended outcomes in the mathematics program. Assessments of learning check for a student’s achievement
against the outcomes. It should be noted that any assessment for learning that reveals whether a student has met
the intended outcome can also be considered assessment of learning, and the evaluation of that assessment may
be used to report on the student’s achievement of the outcome.
Assessments “as,” “for,” and “of” learning are what teachers do in a balanced classroom assessment process

III. ROLE OF EVALUATION IN THE MATHEMATICS CLASSROOM

A. Meaning of Evaluation
We, as teachers of mathematics, aim at making sure that out pupils learn mathematics and learn it well. The
final test of a curriculum is its effectiveness in fostering learning. I Every teacher has to find out the progress
pupils have made towards accepted objectives.
How well have the pupils mastered the content and acquired necessary skills?
How well are the pupils able to explore and think and how well have they acquired the ability to solve
problems?
Thus evaluation is concerned with the improvement of instruction. It involves decisions regarding the
effectiveness of the total instructional programme.
What is the meaning of evaluation?
Your answers may include some or all of the following activities:
3|Assessment and Evaluation in Mathematics
  giving tests
 asking in the classroom
 checking homework assignments, and
 organizing a quiz programme in mathematics.
All these activities are included in evaluation, but that is not all.
When we talk of evaluation in the mathematics classroom, we try to determine the amount and quality of pupil
understanding and achievement in mathematics based upon clearly defined objectives. This means that a
comprehensive range of objectives are evaluated rather than just the imbibing of the subject matter.
What constitutes the quality of mathematical learning?
A mathematics student is expected to learn facts, develop concepts, use symbols, master processes and
procedures, learn to develop generalizations, apply mathematical ideas in real life situations, be able to reason
deductively and so forth. It is likely that one student scores high marks through rote memorization while the
other has acquired the ability to think and solve problems. Then who is a better learner? Obviously, the second
one.
Thus, a wise teacher should evaluate the modes of learning employed by his pupils and not just what has been
learnt. Modes of learning are as important as the content. High performance achieved through rote
memorization is not preferred in evaluating the growth of the pupils. We use some procedures and techniques to
collect data about pupil progress and growth to determine the extent to which these varied mathematical
learning objectives have been achieved.
These procedures and techniques also form a part of evaluation. It will be useful to Approaches to Teaching
consider the distinction between evaluation and measurement. Measurement is the process , of Mathematics of
collecting data for the purpose of evaluation.
Now try to answer the question: "Why do we need to evaluate?"
You may have thought of some or all of the following purposes or reasons of evaluation.
 to find out how much mathematics our student have learnt
 to identify which students are weak in mathematics,
 to keep a record of their progress for reporting to the principal and to parents, and
 to recommend promotion to the next class or detention in the same class.
But this is not an exhaustive list. Evaluation not only says something about student performance, it reflects on
the teaching also. Evaluation is important for both the teacher and the student. Let us find out how evaluation
helps a teacher to teach better.
B. Evaluation for Improvement of Instruction
By now you know that before you teach you have to plan your lessons. While planning for instruction you have
to keep in mind both the content as well as the students who have to learn. The students in your class are likely
to have a wide range of previous knowledge and experience. They may also be operating at different levels of
learning in the content you are planning to teach. For example, you want to teach applications of logarithms and
one such application is simplification of exponential expressions of the type (ab)". You will have to assess
whether your students call use a table of logarithms, recall laws of indices or solve a linear equation before you
plan the learning experiences. Not only, will you also have to assess the levels of understanding of your
students. Levels of understanding are associated with structures of mathematical relationships.

( ) =44
12
1 12 11
For example, while solving ( 8× 5 ) 12
2 the student who chooses 8 × 2 is better than the student who
2
12
solves it as ( 8 )12 × ( 512)

The first student has a higher level of insight into the relationship than the one who sticks to the original
structure. This information about the individual student will help you design meaningful learning experiences
for him. The teacher should be concerned about the identification of the levels of learning of his/her students
before teaching a new unit. This kind of evaluation is called diagnostic evaluation.

4|Assessment and Evaluation in Mathematics

As far as planning the content is concerned, evaluation again can serve as a useful guide to you because for
sequencing your content you need to know how long it takes to master a given concept, the relative ease or
difficulty of tasks and the support material or teaching aids that are suitable for teaching a particular concept or
topic.
During the period of instruction you need to monitor the learning progress of your students and diagnose their
learning difficulties. Again you will be evaluating to get a systematic feedback about how your students are
progressing with the lesson as well as about how your plans are working. This is' called formative evaluation.
You evaluate content a little more comprehensively by asking oral questions, giving class work and using
observation during the instructional phase.
After you finish teaching the unit you will be interested to determine the extent of your students' achievements
and competence in the unit taught. In other words, you will evaluate their achievement. This is called
summative evaluation and is done at the completion of a unit, term or year. It helps you to grade your students
to provide data for school records as well as for reporting to parents. Again evaluation helps you to discharge 5
6 your responsibility of reporting pupil progress.
*Thus, you have seen how evaluation helps you to become effective at all the three stages of instruction, viz.,
and planning, instructional and evaluative stages.
Let us try to see how evaluation helps our students.
C. Evaluation for Enhancement of Learning
For the student, an experience of evaluation is an exercise in learning also. For example, while a student is
taking a test he has to think as well as perform operations. He/she usually experiences a feeling of concern and
increased concentration. Therefore, his/her test responses are likely to be remembered longer than those given
in a casual learning experience. In order to establish good records, students prepare well for their tests and
besides reinforcing much of the earlier learning this exercise helps them in acquiring some new learning. A
good revision for a test not only provides added practice but also a better understanding of the elements learned
as well as their relationship with one another. Sometimes we evaluate students by informal methods like a quiz
or an oral examination or interview. Such evaluation helps in determining a student's mental ability, his/her
emotional maturity, his/her determination and background of experiences.
When students participate in scoring their own or their classmates' work, e.g., test paper, homework assignment
or a scrapbook, they gain an additional learning experience. The process of discussing a class test when the test
papers are finally returned gives the students an opportunity to discover their sources of error and then proceed
to correct misunderstandings of facts, concepts, mathematical principles as well as errors in computations, etc.
Evaluation thus has the potential to provide reteaching of weak links in the learning.
Students can also prepare items for tests or a quiz. Certainly, it will be an effective learning experience and the
teacher can get information about the level of mastery of learning of individual students.

5|Assessment and Evaluation in Mathematics

References:
https://www.clark.edu/tlc/outcome_assessment/documents/
StudentLearningOutcomeAssessmentHandbook.pdf

https://people.stfx.ca/lborden/Section%203.pdf

https://egyankosh.ac.in/bitstream/123456789/46792/1/Unit-8.pdf

https://egyankosh.ac.in/bitstream/123456789/6691/1/Unit-4.pdf

6|Assessment and Evaluation in Mathematics