The assessment for, of and as learning in Mathematics: The application of SLOA

Magdalena Mo Ching MOK

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

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.
Original languageEnglish
Title of host publicationAssessment in the mathematics classroom
EditorsBerinderjeet KAUR , Khoon Yoong WONG
Place of PublicationSingapore
PublisherWorld Scientific
Pages187-215
ISBN (Print)9789814360975
Publication statusPublished - 2011

Citation

Mok, M. M. C. (2011). The assessment for, of and as learning in Mathematics: The application of SLOA. In B. Kaur, & K. Y. Wong (Eds.), Assessment in the mathematics classroom (pp.187-215). Singapore: World Scientific.

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