Assessment in

Mathematics
UNIT 8 ASSESSMENT IN MATHEMATICS
Structure
8.1 Introduction
8.2 Objectives
8.3 Role of Assessment in Mathematics
8.4 Continuous and Comprehensive Evaluation in Mathematics
8.5 Preparation of Achievement Test
8.6 Tools and Techniques of Assessment of Learning Mathematics
8.6.1 Written Test
8.6.2 Observation
8.6.4 Anecdotal Record
8.6.4 Check List
8.6.5 Rating Scale
8.6.6 Rubrics
8.6.7 Assignment
8.6.8 Project
8.6.9 Portfolio
8.7 Assessment of Learning of Mathematics in Children with Special Needs
8.8 Let Us Sum Up
8.9 Unit End Exercises
8.10 Answers to Check Your Progress
8.11 References and Suggested Readings

8.1 INTRODUCTION
Assessment is an integral part of teaching-learning process as it is a prime tool
for monitoring the progress and shaping learning. Now days, Mathematics is
being viewed not only as a traditional prerequisite subject for prospective
scientists, engineers, businessman etc, but, also as a fundamental aspect of
literacy for the twenty-first century. Keeping this in mind, about the
comprehensive view of Mathematics and its role in society, assessment should
aim at much more than just the test given at the end of course.
This Unit deals with several aspects of assessment in Mathematics. We will
begin this unit with discussion on the role of assessment in Mathematics and on
continuous and comprehensive evaluation in Mathematics. The Unit will also
discuss the procedures to be followed for construction of a good achievement
test and various tools and techniques for assessment in Mathematics learning.
Further, The Unit will also discuss the assessment of Mathematics learning of
children with special needs.

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Mathematics 8.2 OBJECTIVES
After the completion of the Unit, you will be able to
• describe the meaning and role of assessment;
• analyze the process of continuous and comprehensive evaluation in
Mathematics;
• prepare an achievement test for Mathematics;
• differentiate among various tools and techniques of assessment of learning
Mathematics;
• identify and use tools and techniques for assessment of learning
Mathematics; and
• modify the assessment to and techniques for children with special needs.

8.3 ROLE OF ASSESSMENT IN MATHEMATICS

The main aim of assessment is to collect information of learner’s achievement
and progress and provide direction for ongoing teaching and learning process.
Assessment can be done through both formal and informal activities.
Assessment in Mathematics refers to the process of identifying, gathering and
interpreting information about learners’ mathematical learning. Assessment is
the means, which deduces what learners know and what they do not. It
suggests teachers, learners, parents, and policymakers something about what
learners have learned and what more should be done in order to improve
performances in Mathematics. Assessment has a comprehensive meaning just
not limited to evaluation of student’s performances. Assessment can be used
for following purposes:
Assessment for learning: Assessment for learning occurs during the learning
process. Information obtained by this type of assessment is used by the
teachers to modify their teaching strategies, and learners use it to make changes
in their learning strategies. This approach of assessment helps teachers to
appraise the learners to monitor their learning; and guide the instruction at
process and provide feedback helpful to learners. It provides opportunities for
learners to develop an ability to evaluate themselves; make judgments about
their own performance and make necessary improvement.
Assessment as learning: Assessment as learning means an awareness of
learners regarding how they learn and use that awareness to make necessary
adaptations in their learning process. Therefore, they take an increased
responsibility for their learning. It involves setting of goal, monitoring the
progress and contemplating on results. It occurs throughout the learning
process.
Assessment of learning: Assessment of learning refers to a review process
which occurs at the end an learning unit. It provides measures of achievement
for the purpose of grading. It informs learners, teachers and parents, as well as
other stakeholders of the community about achievement at a certain point of
time to provide information regarding success.
Assessment in Mathematics must be planned keeping in mind its goals.
Assessment for and of learning, each has a role to play in supporting and
76 improving learner learning, and so, must be appropriately balanced.
 Assessment in
Assessment must be embedded in the learning process and interconnected with
Mathematics
curriculum and instruction.

Check Your Progress

Note: a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the Unit.
1) What is the meaning of assessment?
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2) In what ways assessment plays an important role in teaching-learning of
Mathematics?
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3) Fill in the blanks.
I. ……………..means an awareness of learners regarding how they
learn.
II. ……………… occurs at the end of the learning unit.

8.4 CONTINUOUS AND COMPREHENSIVE

EVALUATION IN MATHEMATICS
The role of Mathematics in society has changed immensely. Evaluation process
in Mathematics has also been transformed to ensure consistency with the goals
of education. The whole pedagogy has been shifted from behaviorist approach
to constructivist approach. Since long the assessment experiences are mostly
the evaluation which is based on a behaviorist approach i.e. only discrete facts
and skills are evaluated, grading and ranking are provided. Current theories of
learning Mathematics suggest that learners are not passive learners simply
receiving information but actively constructing knowledge, too. These
changing views of Mathematics and the transformed role of teacher and the
learners have broadened the ways in which Mathematics is being taught.
Continuous and Comprehensive Evaluation (CCE); student's performance in
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both scholastic and co-scholastic activities is assessed. CCE aims to reduce the
curricular workload on learners and to improve the overall abilities and skill of
learners by means of evaluation of learners’ performance in both types of
activities.
Continuous assessment of learners' work not only facilitates their learning of
Mathematics, but also enhances their confidence in application of learning in
Mathematics. This view changes the focus of assessment from summative
evaluation, where learners are evaluated at the end of unit and provided grades,
to the formative evaluation where learners are evaluated in the pursuit of
learning. So, the approach of evaluation solely for the purposes of grading and
ranking has been changed to approach of integrating evaluation with learning
activities that support learners' construction of knowledge. Evaluation must be
an integral part of the learning process rather than an interruption for it. The
Position Paper on Examination Reforms (2006), states that CCE should be
established to (i) reduce stress on children, (ii) make evaluation comprehensive
and regular, (iii) provide space for the teacher for creative teaching, (iv)
provide a tool for diagnosis and for producing learners with greater skills.
Continuous and Comprehensive evaluation includes both Formative as well as
summative evaluations. Therefore, the CCE enables the learners to be
evaluated throughout the term and at the end of term also suggestive scheme of
CCE is mathematics is given below:
Table 1: A Suggestive Blue Print of Continuous and Comprehensive
Evaluation in Mathematics
Components of
Components Formative and Various types of
of CCE Summative Activities/Questions
Evaluation
Group Activity ,
Assignments,
Two best out of Group Game, Quiz,
four Activities Concept Mapping ,Project
Work,
( based on Problem Solving,
Formative activities, while Graphical
teaching a Representation,
(throughout
the session) Concept) Home Assignments,
(40 marks) (20marks) Presentación (digital/
Continuous and
Comprehensive Graphs /diagrams etc.)
Evaluation in Lab Ethics ,
Mathematics
Laboratory Procedure of the
Activity- lab activity,
Average of four Recording ,
Activities Verifying the solution of
(10 marks) the problem etc.
One Multiple Choice,
best out of two Sequencing,
Tests Fill in the blanks , Right /
(a small test Wrong,
for a short duration Yes / No ,
after completing a Very Short Answer Type,
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unit) Matrix type,
Mathematics
(10 marks) Short Answer Type, etc.
,
Summative Two summative Evaluation conducted at the end
(at the end of of each term. ( 1st term -20 marks &2nd term -40
the each marks)
term)
(60 marks)

Therefore, Continuous and Comprehensive evaluation system has the capacity

to provide good quality Mathematics education to all the learners.

Check Your Progress

Note: a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the Unit.
4) Tick the correct answer.
i) In CCE, evaluation is an integral part of the teaching-learning
process .(True/False)
ii) CCE is an outcome of Behaviorist approach. (True/False)
iii) Summative evaluation is done at the end of a term.(True/False)
5) How does continuous and comprehensive evaluation help the teacher?
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6) Write down any five activities used in evaluation of Mathematics.
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8.5 PREPARATION OF ACHIEVEMENT TEST

Achievement test is an instrument designed to measure the accomplishment of
the learners, in a specified area of learning, after a period of instruction. Hence,
this test developed for the purpose of testing the achievement of the learners’
can be given at the end of unit, term, semester, year, etc. These tests are
universally used by teachers mainly for the following purposes:
1) To measure whether the learners have achieved the objectives of the
planned instruction;
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Mathematics
2) To monitor learners' learning and to provide ongoing feedback to both
learners and teachers during the teaching-learning process;
3) To identify the learners' learning difficulties- whether persistent or
recurring; and
4) To assign grades.
Teachers help learners to enable them to develop some abilities, skills and
attitudes. After teaching, learners’ performance need to be evaluated
periodically. Teachers construct the tests to assess the achievement of learners.
Preparing an Achievement Test:
Let us consider the necessary steps in preparing an achievement test:

Planning of the test

Preparation of a blue print

Preparation of test items

Try out, preparation of scoring key and evaluation of the test
Step 1- Planning of the Test:
The first step for planning of the achievement test is to develop a design or
framework. For this, you have to:
A. Analyze the course content into different content units and decide the
weightage that is to be given to each in the test;
B. Decide the weightage to be given to different objectives being tested;
C. Decide the weightage to be given to different forms of questions to be
used in preparing a question paper;
D. Decide the weightage to be given to time and marks for different forms of
questions;
E. Decide the weightage to be given to the difficulty level in the test.
Let us see how we can prepare a good achievement test.
Weightage of the Content: The first part of the planning phase is to decide
about the weightage to be given to different units. You can include more units
in the annual examinations; but in quarterly or half yearly examinations, fewer
units should be included. So each unit would be given more marks in
comparison to the yearly examination. Let us take the example of Mathematics
subject for class IX. Let us take an example of a summative assessment with a
maximum of 25 marks and the duration of one hour. It incorporates to the
measurement of behaviors in the cognitive domain only. As an illustration,
term test we select, two units : Number system and Polynomials from class IX
mathematics, which have seven sub units and the question paper will be based
on these units. In the present context, the test covered the content of the
following units:
1) The Number line
2) Rational and Irrational Numbers
3) Decimal Expansion of real numbers
4) Operations on Real Number
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 Assessment in
5) Degree of Polynomials
Mathematics
6) Remainder theorem of Polynomials
7) Factorization of Polynomials
The weightage given to each unit is presented in Table 2.
Table 2: Weightage given to different units

Content Marks Percentage

The Number line 15 60
Polynomials 10 40
Total 25 100

Weightage of Instructional Objectives: After deciding about the weightage to

be given to different units, you have to consider the learning objectives. Your
test is good only if it is able to evaluate the achievement of learning objectives
decided by you. You can allocate appropriate weightage to various objectives
like knowledge, understanding, application, skill, etc. For example, for the above
case , you may give weightage of 12%, 8%, 24%, 32%, 16% and 8% for
knowledge, understanding, application, analysis, synthesis, evaluation
respectively. The weightage given to different objectives is presented in Table 3.
Table 3: Weightage to instructional objectives

Objectives Marks Percentage

Knowledge 3 12
Understanding 2 08
Application 6 24
Analysis 8 32
Synthesis 4 16
Evaluation 2 08
Total 25 100

Weightage given to different forms of questions: The next step is to decide

about the weightage to be given to different forms of questions. Generally, in
an achievement test, a teacher has to include different types of items (essay,
short answer or objectives). The weightage given to different forms of
questions is presented in Table 4.
Table 4: Weightage given to different forms of questions
Forms of questions Weightage given
Essay Type 28
Short Answer Type 56
Objective Type 16
Total 100

The fourth step in the preparation of question paper is to give weightage to

marks and time for different forms of questions. The allotment of marks and
time to different forms of questions is presented in Table 5.
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Mathematics
Table 5:Weightage given to marks for different forms of questions

Form of Marks No. of Marks Percentage

questions per question
question
Objective type 0.5 14 07 28
Short answer 02 7 14 56
type
Long answer 4 1 4 16
type
Total 22 25 100
Estimation of Time: For teacher-made achievement tests, only the experience
of teachers should be enough for the estimate of time. You should try to
analyze and estimate the time for different types of questions. Here we have
taken hypothetically the total duration of 1 hr. For different forms of questions,
weightage given to time are presented in Table 6.
Table 6: Weightage given to time for different form of questions

Form of Time per Total no. of Total

questions question (in questions Times(in
minutes) minutes)
Objective type 01 14 14
Short answer type 05 07 35
Long answer type 11 1 11
Total 22 60

The next step is to give weightage to difficulty levels of the items, which is
presented in Table 7.
Table 7: Weightage to difficulty level of questions

Difficulty Level Marks Percentage

Easy 5 20
Average 15 60
Difficult 5 20
Total 50 100

Step 2: Preparation of a Blue Print:

A blueprint is a three-dimensional chart showing different types of items with
marks for each topic/unit and each of the objectives. It shows the respective
weightage of marks for different objectives, and topics and various types of
items as prescribed by the school or in the syllabus or decided by the paper-
setter. These specifications have been discussed in the earlier steps of planning
of the blue-print.
Based on the above steps the final blueprint is developed. With the help of such
a table of specifications, you will be able to ensure the needed coverage of
units in the syllabus and assessment objectives. The final blueprint is presented
82 in Table 8.
 Assessment in
Table 8: Blueprint (Table of Specifications)
Mathematics
Objectives
Under-
Knowledge Application Analysis Synthesis Evaluation
standing
Grand
Total
Form of Q
O SA L O SA L O SA L O SA L O SA L O SA L
Content

2 1 2 2 4 2 2
Unit 1 15
(4) (2) (4) (1) (1) (1) (1)

1 1 2 4 2
Unit 2 10
(2) (2) (1) (2) (1)
Total
3 0 0 2 0 0 2 4 0 0 4 4 0 4 0 0 2 0
Marks
25
Grand
3 2 6 8 4 2
Total

Note: Figures within the brackets indicate the number of questions and figures
outside the brackets indicate marks.

Entries made in this blueprint are only for illustration. You have to decide
about these while preparing the blueprint. However, it must confirm, to
weightage indicated in the design to the various objectives (12%, 8%, 24%,
32%,16%, and 8% ), content units (60% and 40%) and form of questions
(E=16%, S.A. = 56%, O.T. 28%) as reflected in this table of specification or
blueprint.
Step 3-Preparation of Test Items/Questions:
Test items form the very basis of testing. A test constructor should have good
knowledge of the subject. The test items should be clear, unambiguous and
according to the objectives. Different types of items - essay, short-answer and
objective types - should be prepared in sufficient numbers. Items of varying
difficulty should also be prepared. Experienced teachers are able to estimate
difficulty level by their judgment. Some items from question banks can be
taken up.
Step 4- Try Out, Preparation of Scoring Key and Evaluation of the Test :
After preparation of test items, a review is done on the basis of blueprint
requirements to assess the quality of items. It is time to be confirming the
validity, reliability and usability of the test. Try out helps us to identify
defective and ambiguous items, to determine the difficulty level of the test and
to determine the discriminating power of the items. Then only unambiguous
and objective based items are retained.
To maintain the objectivity and validity of test, you have to provide proper
instructions for marking. Objective type tests have key answers. Their answers
and corresponding marks should be given. Short answer questions are also
quite specific in nature and possible points or ideas in answers should be
mentioned with their corresponding marks. Essay type questions are lengthy
and need specificity for uniform marking. Important steps or points of answer
should be explicitly mentioned along with their corresponding marks. The
above guidelines for marking questions make our testing more reliable. These
achievement tests are used normally at the end of term/year as a part of
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Mathematics
summative assessment. Care should be taken that summative assessment and
unit tests have adequate contribution to over all assessment of the learners.
Question wise analysis is given below:
Table 9: Question Wise Analysis

S.N Content Objective Form of Difficulty Marks

Question Level
Section A
1.i Polynomial Understanding MCQ Average 0.5
1.ii Polynomial Analysis MCQ Difficult 0.5
1.iii Polynomial Understanding MCQ Average 0.5
1.iv Number system understanding MCQ Average 0.5
1.v Number system Knowledge MCQ Easy 0.5
1.vi Number system Knowledge MCQ Easy 0.5
1.vii Number system Analysis MCQ Difficult 0.5
1.viii Polynomial Application MCQ Average 0.5
1.ix Number system Application True/False Average 0.5
1.x Number system Application True/False Average 0.5
1.xi Number system Understanding True/False Average 0.5
1.xii Number system Understanding True/False Average 0.5
1.xiii Number system Application True/False Average 0.5
1.iv Number system Application True/False Average 0.5
Section B
2. Number system Evaluation Short Ans Difficult 2
3. Polynomial Understanding Short Ans Average 2
4. Number system Analysis Short Ans Difficult 2
5. Polynomial Knowledge Short Ans Easy 2
6. Polynomial Analysis Short Ans Difficult 2
7. Polynomial Understanding Short Ans Easy 2
8. Polynomial Understanding Short Ans Average 2
Section-C
9. Number Synthesis/application Long Ans Average 4
system/Polynomial

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Example of an Achievement Test
Mathematics
Term of Examination: SA - I
Name of the School: XYZ
Class: IX
Time : 1hr Max. Marks: 25
Instruction: This test consists of three sections A, B and, C. All sections are
compulsory.
Section: A(0.5×14=7)
1) Choose the correct one:
(i) The remainder obtained on dividing p(x) = x3 + 1 by x + 1 is:
(a) 0 (b) (c) (d)
(ii) The value of k, for which the polynomial x3 – 3x2 + 3x + k has 3 as
its zero is:
(a) 9 (b) –3 c) –9 (d) 12
(iii) If P(x) = cx + d, then zero of polynomial will be:
(a) – d/c (b) d/c (c) c/d (d) –c/d
(iv) Every Rational number is :
(a) natural number (b) an integer (c) a real number (d) a
whole number
(v) The smallest natural number
(a) 1 (b) 0 (c) –1 (d) none of the above
(vi) 1 is :
(a) a prime number (b) a composite number (c) both prime
and composite (d)neither prime nor composite
(vii) Which of the following is irrational?
(a) √4/9 (b) √12/ √13 (c) √7
(d) √81
(viii) If a+b+c= 0, then a3 + b3+c3 =
(a) 3abc (b) a2bc (c) ab2c (d)2 abc
2) State true/false
(ix) Every whole number is a natural number.
(x) Every integer is a rational number.
(xi) Every point on the number line is of the form √x where x is a
natural number.
(xii) Every natural number is a whole number.
(xiii) Every irrational number is a real number.
(xiv) The decimal expansion of the number √2 is non-terminating non-recurring.
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Section: B (2×7=14)
2) Let x be a rational and y be an irrational number. Is xy necessarily
irrational? Justify your answer by an example.
3) Factorize 36 x2 – 9 y2.
4) Justify that the square of irrational number is always rational.
5) Expand (4a – b + 2c)2 and (3a – 2b)2.
6) Factorize 1 – 64a3 – 12a + 48a2.
7) If both (x + 1) and (x – 1) are factors of ax3 + x2 – 2x + b find the value of
a and b.
8) Find the remainder when (y3 + y2 – 2y + 5) is divided by( y – 5).
Section: C (4×1=4)
9) The polynomial x – 2x + 3x2 – ax + 3a – 7, when divided by x + 1 leave
4 3

the remainder 19. Find the values of a. Also find the remainder when p(x)
is divided by x + 2.
Or
Locate √5 , √10 and √17 on the number line.
Activity for Practice:

1. Select a topic of your choice from class IX Mathematics textbook .Then

prepare a blue print and achievement test. While preparing the test, follow
the steps of constructing an achievement test.

Check Your Progress

Note: a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the Unit.
7) What are various steps for construction of an achievement test?
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8) How does preparation of blue print help a teacher?

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9) What should a teacher keep in mind at the test planning stage? Mathematics

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8.6 TOOLS AND TECHNIQUES OF ASSESSMENT

OF LEARNING MATHEMATICS
We have discussed how to develop an achievement test. Let us discuss tools
and techniques used to assess learned performance in Mathematics. Here are
some tools and techniques used in formative and summative assessment of
scholastic performance.
Table10: Tools and Techniques of Formative and Summative Assessment

Summative
Formative Assessment (Flexible Timing) Assessment
(Written, End of
Tools Techniques Term)

Questions Examination
Observation Assignments
Interview schedule Quizzes
Checklist Collections Objective type
Rating scale Projects Short answer
Anecdotal records Debates Long answer
Document analysis Elocution
Tests and inventories Group discussions
Portfolio analysis Club activities
Rubrics Demonstrations

Source: CBSE Manual (2010)

We will discuss some tools and techniques, which a teacher uses for assessing
in mathematics .
8.6.1 Written Test
In Mathematics, through the written test, we get a better indication of learners’
real achievement in learning by assessing their conceptual and procedural
understanding. It enables them to relate facts and principles to organize them
into a reasonable and insightful progression, which provides a fair justice to the
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thoughts and ideas in a written expression. Written type test can be classified
into subjective/descriptive and objective type test.
A) Subjective /Descriptive Test: The subjective test in Mathematics usually
contains essay type and short answer type questions that is the questions
for which procedure of solutions is also evaluated. Through subjective
/descriptive test we can assesses learners problem solving ability.
B) Objective Type Questions: Now-a-days, objective type tests are
preferred because of their high validity and reliability. They have several
merits like maximum representation of the teaching aims and objectives,
broader coverage of the syllabus, efficiency, economic, time saving, easy
handling, etc. There is a minimum amount of fallacy in it. It can be
divided into:
a) Selection Type Questions:-True- false type, multiple choice
questions, matching questions and classification questions are the
sub-types of selection type questions.
e.g. A) 90º angle is called a Right Angle: true ( ) false ( )
b) Supply Type Items:- In this type of question, the learners have to
complete the answers by recalling and retaining its learning. This
type of learning can be attained by in depth study and memorization.
Supply type items can be a simple recall type where the learners
have to write a single, word, formula, number etc to complete the
answer.
e.g. The parameter of the circle is ----------------

8.6.2 Observation
Direct observation has been used as a way to assess mathematical skills since
the establishment of formal classrooms, hence Because Mathematics is a
subject that consists of step-by-step procedures, direct observation can be used
in conjunction with rubrics. By this technique, we can observe the interest,
skill, competency etc. It is a continuous process. Through observations,
teachers can assess children's abilities to communicate mathematically, apply
Mathematics concepts and skills, solve problems and work with others. A few
effective and efficient means for collecting observation information include the
following:
• Determining what skills or comprehensions are to be assessed.
• Carrying paper and a pen for recording observations.
• Using a checklist of desired behaviors and actions.
• Using a video camera to record observations
Observation schedule is used to collect information systematically and with
objectivity. Here is one example of using observation schedule for debate
competition.

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Table 11 : An example of an observation schedule for debate competition
Mathematics

S. No. Descriptors Score out of 5

1 Depth of knowledge of the content

2 Strength of the argument to conceive

3 Fluency, diction and pronunciation

4 Ability to contradict a given point of view

5 Respectful to the opponent

6 Ability to take criticism positively

7 Body language while arguing

*Source: CBSE Manual (2010)

8.6.3 Anecdotal Record

Anecdotal record is an observation method used frequently in the classrooms
in which the teacher summarizes a single developmental incident after the
event has occurred. A teacher records about what learners are learning, their
academic performance, learning behaviour, their achievements and social
interactions. Though it is an informal note but with its help, you can keep a
record of each and every learner of your class in a comprehensive manner.
Anecdotal notes should be used to record the day-to-day development of
students, as well as their specific behaviors like learner’s problem solving
ability, measurement ability, experimentation ability etc. These behaviuors/
observations need be recorded within two days of being observed to ensure
accuracy of information.
Here is one sample anecdotal record form.
Table 12: An Example of Anecdotal Record

Student: Anshika
Class: 9th
Observer: Mr.Mohit
Date: 7th July 2016, 11:45am
Setting: Classroom
Purpose: To observe Anshika understands of number line.
Observational question:
Is Anshika able to draw number line and show numbers on number line?
Observation details:
Anshika had developed the concept of natural number, whole numbers and
rational numbers. She listed five rational numbers between 1 and 2 and realized
that in fact there are infinitely many rational numbers between 1 and 2. She
concluded that, in general, there are infinitely many rational numbers between
any two given rational numbers. She drew the number line and showed the
number on the number line.
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Mathematics Analysis:
Anshika was able to apply the knowledge of number system. She demonstrated
confidence in drawing the numberline. Anshika was able to show any number
on number line.

8.6.4 Check List

Check list is an observational technique. It offers systematic ways of collecting
data about specific behavior, knowledge, performance and skills. Check lists
have two parts, in the first column statement and the latter is response yes/no
related to the statement. Let us see an example of checklist.
Table 13: Checklist for Problem Solving Skill

S.No. Aspect Yes No

1 Did the learner accept challenges in problem

solving willingly?

2 Did the learner apply knowledge learned from

previous learning tasks?

3 Did the learner reason and explain appropriately?

4 Did the learner see and or analyze relationships

and make connections?

5 Did the learner complete response the learner with

clear explanations?

6 Did the learner answer completely using correct

mathematical terms and symbols?

Activity for Practice:

2) Prepare a check list to assess reasoning ability of learners.

8.6.5 Rating Scale

Rating scales are extended form of checklists. In rating scales, w create
standards criteria for evaluating a performance and each standard has a definite
level of competence and we rate learners according to how well they perform
on each standard as they complete the task.. An example of rating scale for
experimental work in Geometry is given below:

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Table 14 : Rating Scale for Experimental Work in Geometry
Mathematics
Student’s Name:____________ __________
Class:________________________________
Skills Observed Level of Mastery
Never Sometimes Generally Mostly Always
(1) (2) (3) (4) (5)
Learner identifies
geometric shapes
including circle, cone,
cube, cylinder,
pyramid, hexagon,
oval, parallelogram,
rectangle, square.
Learner has
understanding on
geometrical shapes.
Learner identifies
center, radius, and
diameter of a circle.
Learner classifies
shapes by the number
of sides.
Learner sorts and
identifies shapes by
attributes.
Learner construct
triangles including
scalene, isosceles, and
equilateral.
Learner construct
angles including acute,
right and obtuse.
Learner works with
precision and neatness.
Total Score

Activity for Practice

3) Prepare a rating scale for problem solving skill of learners.

8.6.6 Rubric
A rubric is a scoring tool that divides the whole assigned work into component
parts with clear descriptions of each component at varying levels of mastery. It
provides a set of scoring guidelines that describe performance of learners. It
can be used for a wide array of assignments: papers, projects, oral presentations
etc. As learners demonstrate the performance, it is appropriate to assess the
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Mathematics
performance using a rubric. It is generally used to assess performance tasks and
open questions. Generally a typical rubric:
• contains a scale of points to be assigned: for example, 1 to 4.
• describes the characteristics of a response for each possible score.
An example of rubrics of mathematical project is given below for your better
understanding.
Table 15: Rubrics on Mathematics Project
Name of the Learner _____________________Class___________________
Section_________________________________Teacher_________________

Criteria 4 3 2 1
Project was Project was Project was Project was
Submission received on received 1 received 2 received 3 or
timelines due time day late days late. more days
late.
Completion All parts of All parts of Some parts of Few to no
the project the project the project parts of the
are are are project are
completed completed completed completed.
neatly and
correctly
Accuracy Each step of One step of Several steps Entire project
the project the project of the project was incorrect
was followed was contained
and was incorrect error
correct
Steps Every step of Most steps of Few steps of None of steps
the problem the problem the problem of the
was were were problem were
completed completed completed completed
thoroughly thoroughly thoroughly thoroughly
with work with work with work with work
shown shown shown shown
Organization Learner Learner Learner work Learner work
completed completed is incomplete is incomplete
work in a the work but but some and no logic
logical and it is difficult logical steps is shown
sequential to follow the are shown
manner that step used
is easy to
follow
Explanation Learner Learner Learner Learner could
explained explained explained not explain
how to solve how to solve only small any of the
and why the but could not part of work work
chosen why the
methods chosen
work methods
work

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 Assessment in
Diagrams Learner Learner Learner Learner pdid Mathematics
created an created a created a not create
accurate diagram, diagram, any diagram
diagram graphs or graphs or graphs or
graphs or chart that chart that chart
chart to help, contains contains
solve or to slight errors many errors
show
solutions
Knowledge of Demonstrates Demonstrates Demonstrates Demonstrates
terminology and considerable thorough and some limited
strategies knowledge of insightful knowledge of knowledge of
mathematical knowledge of mathematical mathematical
language and mathematical language and language and
strategies language and strategies strategies
strategies
Total Overall Comments:
Score____________

Activity for Practice :

4) Prepare a rubric for assessing Mathematics lab work of learners.

8.6.7 Assignments
Assignments are used for both learning and evaluation. Evaluation of
assignment is an important aspect. When an assignment is given, it must be
based on the instructional objectives. The assignment should be evaluated
keeping in view of those objectives and the extent to which objectives have
been achieved. The assignment should be evaluated and grading should be
given. The assignment grade should also be included in the final assessment.
Let us see examples of assignments in mathematics.
Example 1: An assignments in statistics could be given to collect data from
school on class wise enrollment in session 2014-15, 2015-16 and 2016-17. And
represent them using bar graph and pie diagram. Draw conclusions on the basis
of graph and diagram.
Example 2:

Topic Assignment Specific Expectation from learners

Details of year wise significant
geometrical contribution
Create a picture gallery of these
Mathematicians and their contributions
Coordinate History of
Geometry Co-ordinate What values they can learn from these
Geometry mathematicians?

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Teaching -learning of
Mathematics 8.6.8 Project
A project is a motivated problem, solution of which requires thought and
collection of data and its completion results in the production of something of
value to the learners.
Project enables learners to conduct real inquiry in an interdisciplinary manner.
It promotes problem-solving in Mathematics and connects it to real life
application.
Projects in mathematics provide opportunity to observe, collect data, analyse,
organize and interpret data and data and draw generalization.
A project could be individual or group project and could be presented in the
form of a document, report and/or a multimedia presentation.

Examples of Projects Level-VIII to X

• Geometry in Real Life: This project can enable the learners to apply
geometrical concepts, such as properties of triangles in real-life situations.
Learners can find the height of buildings, trees, etc.
• Project on BMI (Body Mass Index): In this project, learners can
investigate health conditions of a sample population by calculating B.M.I.
The detailed surveys, calculation, graphs, tables, etc. can be used to depict
the results of the project and also this project draws an interdisciplinary
linkage with biology.

The criteria of assessment of the project could be translated into a will defined
rubric.
Example
Criteria Level 4 Level 3 Level 2 Level 1
Content Accurate, Accurate, Content has Content
precise, relevant precise, but some errors, is accurate
and interesting not so relevant
and not
interesting but not so relevant
interesting

Creativity Very high High Moderate Low

Organisation Very well Well Not so well Not well
organized and organization organized organized
sequenced and and content is
sequenced not sequenced
Originality The information The The The
is information information is information is
well researched is not original completely
and original well copied
researched

(Source: Pedagogy of Mathematics: Textbook for Two-year B.Ed. Course, NCERT,

2012, pp 248)

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8.6.9 Portfolio Mathematics
Portfolio is a collection of learner’s work. It can be designed to represent many
things in relation to children's Mathematics learning experiences. It compiles
academic work and other forms of educational evidence assembled for the
purpose of evaluating the curriculum quality, learning progress, academic
achievement, etc. It also helps in determining whether the learners have met
learning standards, helping the learners to reflect on their academic goals and
progress as learners. It provides a means for managing and evaluating multiple
assessments for each learner. It includes a variety of entries including test
reports, projects reports, essays, lab reports, assignments, problem solving
tasks, , a book review, photos, self-assessments, peer assessment, teacher
assessment, parents assessment etc. Following points must be remembered
while using portfolios:
• Provide learners the opportunity to provide input regarding the portfolio
contents.
• Allow the learner to select some or all of the items. .
• The items chosen by learners must provide the insight into their real work,
their dispositions toward mathematics, and their mathematical
comprehension.
• The portfolio contents are developed over time, teachers must spend time to
obtain information about the learning styles and patterns of the learner.

Check Your Progress:

Notes: a) Write your answer in the space given below.
b) Compare your answers with those given at the end of the Unit.
10) What are the benefits of observation schedule?
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
11) How are anecdotal notes recorded?
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
12) What type of information should be the part of portfolio?
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………

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Teaching -learning of
Mathematics 8.7 ASSESSMENT OF LEARNING OF
MATHEMATICS IN CHILDREN WITH
SPECIAL NEEDS
All the assessment tools may not be suitable for children with special needs as
their needs may differ from rest of the class. Adaptations and accommodations
are required as per the needs of the child and the assessment criteria should be
formulated as a teamwork following a discussion and consent of experts,
parents and the learners, while conducting assessment of learners with special
needs.
These learners may need adaptation in assessment process to find out their
current status or to make formative and summative evaluation.
Let us discuss some adaptations in assessment of different categories of
children with special needs.
For Learners with Low Vision: Low vision learners take more time to
complete homework or examination. These learners experience fatigue at the
end of the day which may affect the quality of work. Therefore, the following
considerations must be remembered:
• Allow oral exams or a scribe to write examination answers.
• If asking for examples in an exam, lessen the number of examples needed
to be given.
• Provide extra time to complete the exam.
• Administer the exam in more than one sitting.
• Reduce the number of questions to be answered.
• Question paper that consists of larger print can help low vision learners. A
few ways that can enhance the print are- Providing magnifiers; Simple,
bold and large text, Highlighting, Contrast between print and paper
background (example: black text, white paper)
• Provide extensions to assignment/Projects etc. deadlines.
For Learners with Visual Impairment( Blindness) : Much like with learners
with low vision, totally blind learners also face fatigue, and so, take extra time
to complete examination, projects or assignments. Therefore, some of same
considerations apply, but here are some more:
- Provide an alternate way of assessment (oral assessments, non-written
exams )
- Provide a scribe.
- Give the examination orally and record it with a print out or recorded
audio.
- Extra time for completion of task.
For Learners with Hearing Impairment: Some Considerations are as follows-
• Provide alternatives to oral viva’s questionnaire based assignments.
• Provide clear and simple feedback to the learners both verbally and in
96 writing.
 Assessment in
• Learners may require the use of a dictionary during exams. Mathematics
• Keep examination instructions clear and short. Use simple language
• Avoid jargon unless it is crucial to the inherent requirements of the exam.
• Provide extra time in examination, particularly extra time for reading
questions. Some learners will prefer to have questions and instructions
‘signed’ to them.
• Arrange an alternative exam format (e.g. replacing short answer questions
with multiple choice questions) .
For Learners with Learning Disability: Some considerations are as follows:
• Allow extensions to assignment deadlines.
• Allow learners to submit an early draft of assignments to allow the
opportunity for feedback to the learner as a formative process.
• Ensure extra time in examination for reading and analyzing questions, and
for planning their answers. Assessment venue must be quiet and
distraction-free.
• Keep short written examination instructions and sentences within
examination questions. Questions using bullet points, lists or distinct parts
are more likely to be correctly interpreted.

Check Your Progress:

Note: a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the Unit.
13) Why adaptation in assessment process is required in children with
special needs?
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
14) Suggest any five ways to assess performance in Mathematics of a
child with learning disability.
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….

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Teaching -learning of
Mathematics 8.8 LET US SUM UP
Assessment is a prime tool for monitoring progress and shaping learning
during the teaching course and can be conducted through both formal and
informal activities. As for as assessment in Mathematics is concerned; it is the
process of identifying, gathering and interpreting information about learners’
mathematical learning. Continuous assessment of learners' work not only
facilitates their learning of Mathematics but also enhances their confidence in
application of learning Mathematics. The Continuous and Comprehensive
Evaluation enables the learners to be evaluated throughout the term and at the
end of term also. The preparation of a good achievement test is a systematic
process having well defined four stages- planning the test; preparation of blue
print; preparation of the test items and try out, preparation of scoring key and
evaluation of test .There are variety of assessment tools and techniques like:
written test, observation, anecdotal records, check list, assignments, project,
rating scale, portfolio, rubrics, etc. While deciding the assessment of learners
with special needs, the specific needs and requirements, the strengths and
challenges should be taken care of. Individualized assessment of such learners
is recommended for their comprehensive assessment and evaluation.

8.9 UNIT END EXERCISES

1) Give the meaning of assessment, illustrate the role of assessment in
learning Mathematics.
2) Prepare the achievement test on any topic of your own choice.
3) Analyze the continuous and comprehensive evaluation in Mathematics.
4) Discuss different tools and techniques of assessment of learning
Mathematics;
5) Differentiate among various tools and techniques of assessment of
learning Mathematics ;
6) Analyze the assessment of learning of differently-abled children in
Mathematics

8.10 ANSWERS TO CHECK YOUR PROGRESS

1) Assessment refers to the process of identifying, gathering and interpreting
information about learners’ mathematical learning.
2) Assessment plays an important role in following ways. (a) Guides the
student’s learning process and achievement in Mathematics. (b)
Assessment plays a major role in how learners learn. (c) Provide
information about the effectiveness of teachers’ teaching-learning
process. (d) Improves curricular activities.
3) (i)Assessment as learning, (ii) Assessment of learning
4) ( i) True (ii) False (iii) True
5) To identify difficulties areas in learning Mathematics, To improve
learners’ learning through diagnosis of their performance, To plan
appropriate remedial measures. To improve or alter instructional strategies.
To help in selecting of various tools, techniques and instructional materials.
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 Assessment in
6) Assignments, Concept Mapping, Project Work, Problem Solving,
Mathematics
Graphical Representation, Models including origami etc.
7) Planning of the test, Preparation of test items, Try out Preparing of and
Evaluation of the test
8) Preparation of the blue print helps the teacher to have an objective based
achievement Test giving due weightage to objectives, content area and
forms of questions.
9) At planning stage teacher must kept in the mind the following aspect:
• Analyze the course content into different content units and decide the
weightage that is to be given to each in the test.
• Decide the weightage to be given to different objectives being tested.
• Decide the weightage to be given to different forms of questions to
be used in preparing a question paper.
• Decide the weightage to be given to time and marks for different
forms of questions.
• Decide the weightage to be given to the difficulty level in the test.
10) Observation is a quantitative method of measuring classroom behaviors.
Information about a child (his/her behavior) can be collected in and
outside the class through observation. Observation can be used in a
variety of situations like debates, elocution, group work, practical and
laboratory activities, projects, and clubs activities.
11) Anecdotal notes should be used to record the day-to-day development of
students, as well as their specific behaviors, especially those that are a
cause for concern, speech patterns, language development,
social/emotional development, peer interactions, etc.
12) Portfolio can include photographs , evidences of a learner’s abilities,
thoughts and attitudes, audio-video recordings of important processes and
events, self assessment sheets, peer assessment sheets as well as parents
13) Refer section 8.6.
14) Refer section 8.6.

8.11 REFERENCES AND SUGGESTED READING

• Agrawal, S.(2004). Teaching Mathematics to blind learnersthrough
programmed learning strategies. New Delhi, India: Abhijit Publication.
• Chambers, P. (2010).Teaching Mathematics, New Delhi: Sage Publication.
• David, A.H., Maggie, M.K., & Louann, H.L. (2007). Teaching
Mathematics Meaningfully: Solutions for Reaching Struggling Learners,
Canada: Amazon Books.
• Gupta, H. N. and Shankaran, V. (Ed.), (1984). Content-Cum-Methodology
of Teaching Mathematics, New Delhi: NCERT
• James, A. (2005). Teaching of Mathematics, New Delhi: Neelkamal
Publication.
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Teaching -learning of
Mathematics
• Kumar, S. (2009). Teaching of Mathematics, New Delhi: Anmol
Publications.
• National Council of Teachers of Mathematics (1980), An Agenda for
Action: Recommendations for School Mathematics of the 1980s
(Washington, DC:
NCTM,1980);availableatwww.nctm.org/standards/content.aspx?id=17278.
(retrieved on 06.03.2016 )
• National Research Council's Study Group on Mathematics Assessment
(1993), Mathematical Sciences Education Board, National Research
Council, National Academy Press Washington, DC 1993
http://www.nap.edu/catalog/2235.html
• NCTM (2000). Principles and Standards for School Mathematics National
Council of Teachers of Mathematics, Washington, DC: available at
http://www.nctm.org/standards/content.aspx?id=16909. (retrieved on
06.03.2016 )
• NCERT (2005). National Curriculum Framework. NCERT, New Delhi
• National Centre for Excellence in the Teaching of Mathematics (2008).
Mathematics Matters: Final Report [online]. Available:
https://www.ncetm.org.uk/files/309231/Mathematics+Matters+Final+Repo
rt.pdf [1 March, 2010].
• NCTE ( 2009). National Curriculum Framework for Teacher Education,
NCTE, New Delhi.
• NCERT (2013), Pedagogy of Science, Physical Science, Part II ,Text Book
for B.ED. ,New Delhi: NCERT
• NCERT (2013), Pedagogy of Mathematics,Text Book for Two Year
B.ED.Course ,New Delhi: NCERT
• Mangal, S. K. (1993). Teaching of Mathematics, New Delhi: Arya Book
Depot.
• Siddhu, K. S. (2006). Teaching of Mathematics, New Delhi: Sterling
Publishers.

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