Index Link

  • RootNode
    • Co-operative College, Mandalay
    • Cooperative College, Phaunggyi
    • Co-operative University, Sagaing
    • Co-operative University, Thanlyin
    • Dagon University
    • Kyaukse University
    • Laquarware Technological college
    • Mandalay Technological University
    • Mandalay University of Distance Education
    • Mandalay University of Foreign Languages
    • Maubin University
    • Mawlamyine University
    • Meiktila University
    • Mohnyin University
    • Myanmar Institute of Information Technology
    • Myanmar Maritime University
    • National Management Degree College
    • Naypyitaw State Academy
    • Pathein University
    • Sagaing University
    • Sagaing University of Education
    • Taunggyi University
    • Technological University, Hmawbi
    • Technological University (Kyaukse)
    • Technological University Mandalay
    • University of Computer Studies, Mandalay
    • University of Computer Studies Maubin
    • University of Computer Studies, Meikhtila
    • University of Computer Studies Pathein
    • University of Computer Studies, Taungoo
    • University of Computer Studies, Yangon
    • University of Dental Medicine Mandalay
    • University of Dental Medicine, Yangon
    • University of Information Technology
    • University of Mandalay
    • University of Medicine 1
    • University of Medicine 2
    • University of Medicine Mandalay
    • University of Myitkyina
    • University of Public Health, Yangon
    • University of Veterinary Science
    • University of Yangon
    • West Yangon University
    • Yadanabon University
    • Yangon Technological University
    • Yangon University of Distance Education
    • Yangon University of Economics
    • Yangon University of Education
    • Yangon University of Foreign Languages
    • Yezin Agricultural University
    • New Index

Item

{"_buckets": {"deposit": "89a48ab7-f8d3-4e7c-8f4d-973ebac84fd1"}, "_deposit": {"created_by": 87, "id": "5747", "owner": "87", "owners": [87], "owners_ext": {"displayname": "k-nyein", "username": "k-nyein"}, "pid": {"revision_id": 0, "type": "recid", "value": "5747"}, "status": "published"}, "_oai": {"id": "oai:meral.edu.mm:recid/5747", "sets": ["user-suoe"]}, "communities": ["suoe"], "item_1583103067471": {"attribute_name": "Title", "attribute_value_mlt": [{"subitem_1551255647225": "A Diagnostic Assessment Model for Mathematics in Upper Secondary Level", "subitem_1551255648112": "en"}]}, "item_1583103085720": {"attribute_name": "Description", "attribute_value_mlt": [{"interim": "It is the purpose of this study to develop a Model describing and explaining the nature of the Diagnostic Assessment Process for Mathematics in First Year Upper Secondary level. Multiple sources of data were collected through questionnaires; classroom observations; clinical, structured, and informal interviews; and case studies. After investigating the nature and purpose of the assessment activities and the use of assessment information in current mathematics classrooms, a model of diagnostic assessment for Mathematics in first year upper secondary level was developed from a consideration of the data collected during the above investigation. The proposed model includes four phases: identification, diagnosis procedure, remediation and evaluation. For each phase of the diagnostic assessment process, the model explains strategies and instruments needed to use in practice. The feedback loops provide the needed information which feeds back to each phase. The proposed model was applied in practical situation (remedial class, remedial group, and individualized remediation) and validated as diagnostic test, observation checklists, interview schedule, and opinionnaire. The data analysis involved four main stages (a) statistical analysis using SPSS version 13.0 for quantitative data;(b) development of summary case studies;(c) formal analyses based on coding systems using ratings or frequency counts; and (d) informal analyses based on the researcher’s intuitive reasoning from a thorough reading of data. Five factors of variables had been identified as influencing mathematics learning of students: parents, teacher, student, peer and feedback. The cognitive, motivational, and affective factors also affected to influence students’ learning of mathematics. This model is useful not only for Mathematics assessment but also for other subjects such as English, Physics and so on. It would enable the teachers to improve their pedagogical skills, especially assessment skills. And it is very sure that this study provides positive contribution to the field of educational assessment."}]}, "item_1583103108160": {"attribute_name": "Keywords", "attribute_value_mlt": [{"interim": "Diagnostic Assessment"}, {"interim": "Diagnostic Assessment Model"}]}, "item_1583103120197": {"attribute_name": "Files", "attribute_type": "file", "attribute_value_mlt": [{"accessrole": "open_access", "date": [{"dateType": "Available", "dateValue": "2020-10-14"}], "displaytype": "preview", "download_preview_message": "", "file_order": 0, "filename": "MAAS 2009.pdf", "filesize": [{"value": "3.4 Mb"}], "format": "application/pdf", "future_date_message": "", "is_thumbnail": false, "licensetype": "license_0", "mimetype": "application/pdf", "size": 3400000.0, "url": {"url": "https://meral.edu.mm/record/5747/files/MAAS 2009.pdf"}, "version_id": "515cd658-12dd-4977-b756-f29c5edf41eb"}]}, "item_1583103131163": {"attribute_name": "Journal articles", "attribute_value_mlt": [{"subitem_issue": "8", "subitem_journal_title": "Journal of the Myanmar Academy of Arts and Science", "subitem_pages": "221-236", "subitem_volume": "7"}]}, "item_1583105942107": {"attribute_name": "Authors", "attribute_value_mlt": [{"subitem_authors": [{"subitem_authors_fullname": "Khin Hnin Nwe"}]}]}, "item_1583108359239": {"attribute_name": "Upload type", "attribute_value_mlt": [{"interim": "Publication"}]}, "item_1583108428133": {"attribute_name": "Publication type", "attribute_value_mlt": [{"interim": "Journal article"}]}, "item_1583159729339": {"attribute_name": "Publication date", "attribute_value": "2009-06-01"}, "item_title": "A Diagnostic Assessment Model for Mathematics in Upper Secondary Level", "item_type_id": "21", "owner": "87", "path": ["1597762186593"], "permalink_uri": "http://hdl.handle.net/20.500.12678/0000005747", "pubdate": {"attribute_name": "Deposited date", "attribute_value": "2020-10-14"}, "publish_date": "2020-10-14", "publish_status": "0", "recid": "5747", "relation": {}, "relation_version_is_last": true, "title": ["A Diagnostic Assessment Model for Mathematics in Upper Secondary Level"], "weko_shared_id": -1}

A Diagnostic Assessment Model for Mathematics in Upper Secondary Level

http://hdl.handle.net/20.500.12678/0000005747
d98c1f6f-69e3-4991-86eb-fef437a259e0
89a48ab7-f8d3-4e7c-8f4d-973ebac84fd1
None
Name / File License Actions
MAAS MAAS 2009.pdf (3.4 Mb)
Publication type
Journal article
Upload type
Publication
Title
Title A Diagnostic Assessment Model for Mathematics in Upper Secondary Level
Language en
Publication date 2009-06-01
Authors
Khin Hnin Nwe
Description
It is the purpose of this study to develop a Model describing and explaining the nature of the Diagnostic Assessment Process for Mathematics in First Year Upper Secondary level. Multiple sources of data were collected through questionnaires; classroom observations; clinical, structured, and informal interviews; and case studies. After investigating the nature and purpose of the assessment activities and the use of assessment information in current mathematics classrooms, a model of diagnostic assessment for Mathematics in first year upper secondary level was developed from a consideration of the data collected during the above investigation. The proposed model includes four phases: identification, diagnosis procedure, remediation and evaluation. For each phase of the diagnostic assessment process, the model explains strategies and instruments needed to use in practice. The feedback loops provide the needed information which feeds back to each phase. The proposed model was applied in practical situation (remedial class, remedial group, and individualized remediation) and validated as diagnostic test, observation checklists, interview schedule, and opinionnaire. The data analysis involved four main stages (a) statistical analysis using SPSS version 13.0 for quantitative data;(b) development of summary case studies;(c) formal analyses based on coding systems using ratings or frequency counts; and (d) informal analyses based on the researcher’s intuitive reasoning from a thorough reading of data. Five factors of variables had been identified as influencing mathematics learning of students: parents, teacher, student, peer and feedback. The cognitive, motivational, and affective factors also affected to influence students’ learning of mathematics. This model is useful not only for Mathematics assessment but also for other subjects such as English, Physics and so on. It would enable the teachers to improve their pedagogical skills, especially assessment skills. And it is very sure that this study provides positive contribution to the field of educational assessment.
Keywords
Diagnostic Assessment, Diagnostic Assessment Model
Journal articles
8
Journal of the Myanmar Academy of Arts and Science
221-236
7
0
0
views
downloads
Views Downloads

Export

OAI-PMH
  • OAI-PMH DublinCore
Other Formats