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1 Thesis
1 Thesis
1 Thesis
Quiz Buddy Assessment and the Performance of the Selected Students of Divine Word College of Calapan in Problem Solving
Alfante, Dyra D. Lintawagin, Edrian H. Napoles, Fatima Julien R. Oteyza, Malaya Beulah M.
Introduction
Problem Solving is an essential part of mathematics. It aids the development and improvement of the students generic ability to solve real life problems, develop critical thinking skills and reasoning, gain deep understanding of concepts, work in groups, interact with and help each other.
It has been a common practice in every mathematics class to engage the students in problem solving which require higher
order thinking skills (Wilson 2008). Sole reliance on traditional paper and pencil test has
served its purpose in the past when mathematics was viewed the ability to manipulate procedural and computational skills
(Lambdin&Forseth, 1996).
In education
todays of the
competitive student
world,
quality
aspects
of
the
have
assumed
increasing
importance
(Hogg et.al 1999). Improvements to teaching methods and the need to promote professional skills are amongst the processes likely to improve student quality. At the same time, seeing the student
becoming more interested and eager in learning and developing skills, and in essence becoming more truly educated can be an extremely rewarding experience for the instructor (Heppner &
Johnston 1994).
Instructors wishing to improve the techniques of learning and evaluation such as need to keep that are in mind important to professional in their
skills
teamwork skills
they
need in in
develop to
students. function
These as
required either
order a
effectively or in a
future
employees
business
government work environment. Collaborative peer group learning is one such method that develops team skills. Several studies have shown that student learning and satisfaction are
significantly improved with peer assessment (Kwok et.al 2001, Weiler 2001, Ueltschy 2001).
Burns together
(2007) in
that as meet
students
be
allowed their
to
work
small and to
homework day to
assignments,
homework ideas to
problems. the
speaks class
before
used
strengthen
important
concepts
in
curriculum. She encourages a student-centered classroom, rather than teacher-centered. Burns believes that small-group work is invaluable for supporting student learning, maximizing student
involvement, reducing isolation among individual students, and establishing a classroom environment that values student
thinking, reasoning, and participation. Considering these, the researchers believe that an
alternative assessment
Research Locale
Mathematics, as a part of the curriculum, is studied by the students. In order for them to be professionally and globally competent individual in the near future, they need to complete the course whether they are mathematically inclined or not.
Most Mathematics Majors of Divine Word College of Calapan are proven effective and competent teacher when they are already in the field. They use their knowledge and skills as well as different process. Divine Word College of Calapan offers different courses teaching strategies for effective teaching-learning
Conceptual Framework
Dependent variable
Independent variable
Assessment Methods Performance of the students in Problem Solving Traditional assessment Quiz Buddy assessment
The
assessment variable
methods
used
in with
the the
study
serves
as of
the the
independent
correlating
performance
Theoretical framework
Peer
assessment
is
powerful
didactical
method
for
teaching skills that are important for the teaching domain for at least four reasons. First, teachers have to work together, learn from each other and become a member of a learning
organization (Verloop & Wubbels, 2000). Besides, the importance of communication between teachers in schools has been endorsed by many researchers (Cohen, 1994; Johnson, Johnson, & JohnsonHolubec, 1992; Sharan & Sharan, 1994; Slavin, 1995).
In a peer assessment task, students have to communicate and collaborate and, thus, are able to acquire communication and collaboration skills. Second, discussion about reflection is an ongoing issue in teacher education (e.g., Korthagen, 1985, 2001; Newman, 1996; Reilly Freese, 1999; Richert, 1999). Encouraging students to assess each others contributions to discussion and discourse, as in peer assessment, is further exposing them to the skills of critical reflection and analysis (Birenbaum, 1996; Sambell & McDowell, 1998). Reflection skills are conditional for making reliable judgments about peers work. Thus, peer
assessment fosters reflection and the development of reflection skills. Third, student teachers will become assessors in their own classroom and, therefore, they will have to design
assessments
as
prospective
teachers
of
children
in
primary
schools. It is therefore advisable to teach student teachers how to make critical judgements about the performance of their
peers, and, later on, about performances of children. The last reason for the importance of peer assessment in teacher
education is that after students have left higher education, they are likely to rely heavily on the judgement of their peers to estimate how effective their performances in the school are (Brown, Rust, & Gibbs, 1994). Being able to interpret the work of colleagues and peers is a necessary prerequisite for
professional development and for improving ones own functioning (Verloop & Wubbels, 2000). Training in peer assessment skills stimulates this mutual influence to take place at a professional level.
Peer assessment is regarded as a learning tool that may have positive effects on skills that are relevant for teachers. In our view, performance assessment should be the fundament for peer assessment tasks. Performance assessments are described in terms of a certain performance that is content related and is perceived as worthwhile and relevant to the student in relation to their future an profession. This performance (Wiggins, to may or may not
represent assessment
authentic on
situation the
1989).
Performance of
focuses
ability
use
combinations
acquired skills and knowledge, and therefore fits in well with the theory of constructive alignment and powerful learning
As
opposed
to
most
traditional
forms
of
testing,
performance assessments do not provide clear-cut right or wrong answers. The performance is evaluated in a way that allows for informative scoring on multiple criteria. This is accomplished by creating assessment forms. In these forms teachers determine at what level of proficiency a student is able to perform a task or display knowledge of a concept.
The study focused on quiz buddy, a phenomenon on which the students are learning with their respective partners. They
answer quizzes and exercises together. Since there is a small population of Sophomore Mathematics Majors students, the
Significance of the Study In view of the research being done on group assessment, the aim of this study was to determine whether the use of specific assessment strategies for quiz buddy could contribute towards a more reliable way of assessing individual abilities in problem solving.
In the development of the assessment strategies, literature on assessment in general and on the assessment of co-operative and collaborative learning was considered. In order to determine whether these specific quiz buddy assessment strategies could be implemented solving compared more reliably for assessing and to individual problem were a
abilities,
students the
pair
individual determine
marks
throughout
course
whether
Definition of Terms
To
have
better
understanding
of
the
study,
some
of
the
Mathematics- The science that deals with the study of numbers set of points, quantities and other various elements and the relationship between them. Problem Solving- A method of learning in which students evaluate their thinking and progress while solving problems. The process includes strategy discussion- determining solution strategies to similar problems and pinpointing additional problems within the context of their investigation. Assessment-An information standards. integral pertaining Allows to part on a of investigation progression about providing towards students
students
collect as
information well as
understanding
mathematics,
their
mathematical
strength and weaknesses. Alternative assessmentTraditional responses assessment-An a assessment list, in a which students list, select or a
from
multi-choice
true/false
matching list. Quiz buddyCurriculum-A plan of instruction that details what students are to know, how they are learn to it, what the teachers role are, and the context in which learning and teaching will take place.
Collaborative assessmentPeer assessmentPair assessmentDWCC-Divine Word College of Calapan BEED-Bachelor in Elementary Education BSED-Bachelor of Secondary Education Critical thinking-Logical thinking that draws conclusions fro
student performance or examples of students performances and ranking Students according are to pre-established on the result as performance well as criteria. process
assessed
the
engaged in a complex task or criterion of a product. Performance criteria- A description of the characteristics to be assessed analytical for a given or task. It may They be may general, be specific, as a
trait,
holistic.
expressed
Constructivism-learning theory suggesting that students learn by constructing their own knowledge. Students learn by
Related Literature
According to Marneweck and Rouhani (2002), peer assessment implies that learners are encouraged to help and assess each other during peer activities.
Hanrahan and Isaacs (2001) describe peer assessment as a constructive contribution by members of a pair or group to
Cheng and Warren (2000) stressed the importance of peer assessment involved and in proposed that students by need to be their actively peers evidence
group
assessments a pair
determining
contributions.
Within
programming
environment
also exists that peer assessment could be helpful in determining individual contributions.
Williams, Wiebe, Yang, Ferzli, and Miller (2002) applied peer assessment on completion of every pair programming project,
and Daniel (2003) stated that students never again complained about a free ride when implementing peer assessment in pair
programming situations.
During self-assessment students assess their own work. Self assessment could be valuable in encouraging students to take more responsibility for their own learning (Earl, 2003).
(2000) identify
stated the in
should to a
use
selfon.
need
improve
accountability &
plays
(Johnson can
Preston, to
2005) take
assessment
learners or pair
personal and
responsibility
during
activities.
Williams
Upchurch (2001) also supported the view that students should assess their own contributions in the pair when performing pair programming.
Individual assessment takes place when learners complete an activity autonomously and are assessed individually by the
Johnson that
and
Johnson
(2006)
strongly play
emphasized the
the
role of
individual
assessment
should
in
assessment
group
work
activities
in
order
to
eliminate
free-riding.
Individual assessment implies that the facilitator assesses the activity and provides feedback to individual learners. Verhaart et al. (2005) proposed that individual assessments marks should during
contribute
significantly
towards
students
groupwork activities. One can therefore assume that individual assessments should take place after every session in order to assess individual performance more reliably. Collaborative assessment is a problem-solving process,
originally developed by Bruce Chalmer, Ph.D., that can be used as an alternative to psychological evaluation. It draws from the ideas and techniques of narrative therapy (Freedman and Combs, 1996; White and Epston, 1990), as well as those of
individualized psychological assessment (Fischer, 1985). Collaborative management emotional, approach and Problem Solving for (CPS) is a with approach behavior social, views
developed
children This
behavioral
challenges.
behavioral challenges as a form of developmental delay and seeks to create fundamental changes in interactions between kids with behavioral challenges and their adult caregivers (Dr. Ross W. Greene, The Explosive Child (1998; 2001; 2005; 2010).
In together
collaborative to find a
problem solution
solving, acceptable
the to
individuals both. It
join
entails
redefining
the
problem,
discovering
novel
alternatives
and
focusing on overlapping interests. Neither person capitulates or dominates the other. No one looses or gives in because both parties benefit. This is often called a win/win way of dealing with conflicting needs. It has been found to be successful with an extraordinarily high percentage of typical problems, which occur between people, (Nancy Willihnganz).
So what do we mean by collaboration? Hara (2003, p. 953) summarises collaboration as working together for a common goal and sharing of knowledge. Similarly, Weiseith, Munkvold,
Tvedte, and Larsen (2006, p. 40) suggest that collaboration takes place when two or more people communicate and interact to reach a goal. Creamer and Lattuca (2005) underscore the social inquiry aspect of collaboration, suggesting that collaboration promotes learning. In describing collaboration as social
practice they emphasise the role of interaction and building relationships. Inquiry in this context signifies scientific and artistic explorations that advance knowledge and the co-
construction of knowledge and learning (Creamer and Lattuca, 2005, p. 5). In the context of learning, Oliver, Herrington, and Reeves (2007, p. 2) describe collaboration as interactions that are interdependent and actually promote the kinds of joint
contributions of students that enable outcomes to exceed what might normally be achieved by individual activity. Related Studies
In
teaching
and
learning,
the
important
role
of
collaboration is acknowledged and discussed in a number of key publications in the field of Higher Education (such as Barkley, Cross, and Major, 2005; Johnson Stanne, & & Johnson, Donovan, 1996; 1999). and Millis &
Cottell, findings
1998;
Springer, that
Research improves
demonstrate
collaboration
promotes
learning, and is an important factor in academic achievement, personal development and student satisfaction. ODonnell, HmeloSilver, students and Erkens (2006) argue that collaboration outcomes, among the
promotes of
higher-level argumentation
learning skills.
through
development
Encouraging
active
learning, cooperation and collaboration among students are also among the seminal Seven Principles (Chickering for & Good Practice in
Undergraduate
Education
Gamson,
1987).
Furthermore, team work has been identified as one of the core transferable skills valued by employers in the workplace in a recent Graduate Careers Australia's (GCA) survey of employers in Australia and New Zealand (2006).
researchers to
highlight
the
problem
of
assigning It is
individual the
students
(Parsons, of
2004). each
necessary
determine
contribution
individual
member and, according to Parson (2004), this is not an easy task. Some students could contribute little or nothing at all, and if there is no assessment of students individual
contributions, marks awarded could be an inaccurate reflection of a students abilities, (Cheng & Warren, 2000). According to Parsons (2004), a fair mark allocated to a given student should reflect that individuals effort and abilities.
Verhaart, Hagen, and Giles (2005), proposed two different assessment individuals methods as best in practice work. for In assessing the base an mark
performance
group
adjusted method, they give individual tests, as well as selfand peer assessments after every group work session. In the task splitting method, they split the group work task and require some work done individually and other work done in groups. A specific students weighting need to is allocated a peer to the different to adjust tasks the and
include
review
group
contribution.
Local Study
Summary
Chapter 3 Methodology
This
chapter the
presents
the
research and
methods
used
by
the the
researchers,
respondents
sampling
procedures,
Research Design The researcher comparative to correlational the study was used the by the given
determine
difference
between
Research Instrument/Data Gathering Procedure The researcher used a self-made questionnaire to gather the data of the study. The first part of the questionnaire was for the grades of the students in midterm examination, and their grades using quiz buddy assessment. The researchers just asked the cooperation of the teachers of the respondents to provide the grades that would be needed because some of the students already forgotten their grades.
The second part of the questionnaire consisted of series of questions regarding the feelings of the students about quiz
buddy
assessment
during
their
classes
in
problem
solving
Respondents of the Study In order to meet use of the the objectives thirty of this study, the
researchers
made
(30)
selected
education
students of Divine Word College of Calapan, twelve sophomore mathematics sophomore majors and eighteen majors BEED of students. small Since the the
mathematics
are
number,
researchers also choose the BEED students to be the respondents because they also have problem solving subject.
Statistical Treatment of Data Data gathered in the study were tabulated, tallied and
Summary of findings
Conclusion
Recommendations
Bibliography (References)