Assessing Probabilistic Thinking and Reasoning

摘要: A broad interpretation of assessment is taken in this chapter. Thus both informal monitoring students' thinking and reasoning, as well more formal are considered. Assessment a research based context not discussed although tasks used According to Holmes (2002), can be considered having four purposes. These formative, diagnostic, summative, evaluative. Formative mainly give feedback the student teacher, sometimes parents others concerned with student's progress. tends mean setting students problems marking their attempts, but classroom form formative too. This includes talking while they work on problems, individuals or small groups undertaking practical work, observing activities, group discussions whole class. The challenge for teacher here making adequate records contributions. Any grades given part only feedback. However, has suggested that telling less effective than giving other kinds (Holmes, 2002). At younger ages summative determine which class child placed, educational institution should In general it help future education, ultimately career, students, important. Diagnostic