|Published online: May 18, 2015||$US5.00|
This paper summarises the framework, methodology and outcomes of a longitudinal study that investigated the potential of establishing an Index that would assist teachers in determining the readiness of students entering high school to successfully achieve in Mathematics. The Index indicated the degree of proficiency in the domain of ‘number’ and served to alert teachers to the dangers of the assumption of knowledge. The ramifications of this research on curriculum design, assessment structures and teacher training are also explored as is the relevant literature.
|Keywords:||Assessment and Evaluation, Cognitive Functioning, Learning Strategies|
The International Journal of Assessment and Evaluation, Volume 22, Issue 3, September 2015, pp.11-23. Article: Print (Spiral Bound). Published online: May 18, 2015 (Article: Electronic (PDF File; 663.395KB)).
Head of Mathematics, Middle Leadership Team, All Saints' College, Perth, WA, Australia