Globalisation and knowledge economy demand a renewed vision on pedagogy. This chapter presents a framework of learning and assessment integration for pedagogical re-vision in the context of mathematics education. This framework, termed the Self-directed Learning Oriented Assessment (SLOA), is grounded on cognitive learning theory and underpinned by the belief that all assessment activities should contribute to learning. In SLOA, the learning-assessment integration is considered from three perspectives. First, Assessment of Learning informs the learner about how much has been learned, and identifies the gap between intended learning goal and current achievement. Second, in Assessment for Learning, assessment is a vehicle for informing the learner how to enhance future learning. That is, feedback from assessment is used to feedforward. Third, Assessment as Learning means the learner internalises assessment as part of learning and becomes a self-directed learner. The SLOA framework encourages student participation, and highlights the role of self-evaluation and self-assessment. By returning ownership of learning to the student, the framework makes assessment a transparent process and consequently accountable at all levels of education. Copyright © 2011 by World Scientific Publishing Co. Pte. Ltd.
|Title of host publication||Assessment in the mathematics classroom|
|Editors||Berinderjeet KAUR , Khoon Yoong WONG|
|Place of Publication||Singapore|
|Publication status||Published - 2011|