This paper reports the findings of a preliminary study on students’ responses to two types of questions: standard questions and open-ended questions. Three standard questions each from the domains of Number, Measurement, and Geometry respectively, were slightly modified to form three open-ended questions. A class of P5 students of average ability was invited to attempt these two types of totally six questions. It was found that the students performed so well in the standard questions that not much information on differentiating their ability could be obtained. On the contrary, students’ responses to the open-ended questions varied so much that rich information on their knowledge was obtained for further enhancement of teaching and learning. Copyright © 2007 Hong Kong Association for Mathematics Education.
|Title of host publication||Proceedings of the Hong Kong Mathematics Education Conference 2007|
|Editors||梁志強, 黎敏兒, 潘建強, 梁景信|
|Place of Publication||Hong Kong|
|Publisher||Hong Kong Association for Mathematics Education|
|Publication status||Published - 2007|
CitationLeung, C.-K., & Wu, Y. (2007). Modifying standard questions to assess students' knowledge. In 梁志強等編輯, Proceedings of the Hong Kong Mathematics Education Conference 2007 (pp. 165-172). Hong Kong: Hong Kong Association for Mathematics Education.
- Primary Education
- Theory and Practice of Teaching and Learning