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A new assessment approach in mathematics classrooms in Saudi Arabia

A new assessment approach in mathematics classrooms in Saudi Arabia
A new assessment approach in mathematics classrooms in Saudi Arabia
Assessment is an essential process for gathering information about students’ learning and achievement. This process should be integrated with learning and teaching to establish ways for teachers to understand their students’ learning and make informed decision about their instruction. In this paper, our focus is on a new approach to mathematics assessment in Saudi Arabia, which has been implemented recently. The new assessment approach is essentially a criterion-referenced assessment which aims to support students’ learning rather than measuring their progress solely. It is employed more as part of the students’ learning process. We explain why the new assessment approach is introduced, what it is, and how teachers deal with it. Moreover, we also discuss the challenges and implications of implementing new assessment approaches to mathematics teachers, educators and policy makers
9-16
British Society for Research into Learning Mathematics
Alafaleq, Manahel
99c9d410-06bd-4d3e-b040-33575e39e866
Fan, Lianghuo
d2707ae4-7aa6-48ff-8c57-793928860284
Alafaleq, Manahel
99c9d410-06bd-4d3e-b040-33575e39e866
Fan, Lianghuo
d2707ae4-7aa6-48ff-8c57-793928860284

Alafaleq, Manahel and Fan, Lianghuo (2014) A new assessment approach in mathematics classrooms in Saudi Arabia. In Proceedings of the 8th British Congress of Mathematics Education 2014. British Society for Research into Learning Mathematics. pp. 9-16 .

Record type: Conference or Workshop Item (Paper)

Abstract

Assessment is an essential process for gathering information about students’ learning and achievement. This process should be integrated with learning and teaching to establish ways for teachers to understand their students’ learning and make informed decision about their instruction. In this paper, our focus is on a new approach to mathematics assessment in Saudi Arabia, which has been implemented recently. The new assessment approach is essentially a criterion-referenced assessment which aims to support students’ learning rather than measuring their progress solely. It is employed more as part of the students’ learning process. We explain why the new assessment approach is introduced, what it is, and how teachers deal with it. Moreover, we also discuss the challenges and implications of implementing new assessment approaches to mathematics teachers, educators and policy makers

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More information

Published date: April 2014
Venue - Dates: 8th British Congress of Mathematics Education (BCME8), 2014-04-14 - 2014-04-17
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 364653
URI: https://eprints.soton.ac.uk/id/eprint/364653
PURE UUID: 2fe4ff7a-e916-4f78-bd4e-70acf68b3ab8

Catalogue record

Date deposited: 09 May 2014 09:28
Last modified: 18 Jul 2017 02:29

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Contributors

Author: Manahel Alafaleq
Author: Lianghuo Fan

University divisions

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