Assessing Learning: How Can Classroom-Based Teachers Assess Students' Competencies in Numeracy?

Autor/inn/en	Ngware, Moses W.; Hungi, Njora; Mutisya, Maurice
Titel	Assessing Learning: How Can Classroom-Based Teachers Assess Students' Competencies in Numeracy?
Quelle	In: Assessment in Education: Principles, Policy & Practice, 26 (2019) 2, S.222-244 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ngware, Moses W.) ORCID (Hungi, Njora) ORCID (Mutisya, Maurice)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2018.1503156
Schlagwörter	Student Evaluation; Assessment Literacy; Numeracy; Urban Schools; Public Schools; Private Schools; Poverty Areas; Foreign Countries; Educational Improvement; Competency Based Education; Grade 3; Elementary School Students; Test Items; Benchmarking; Item Response Theory; Difficulty Level; Mathematics Skills; Mathematics Teachers; National Curriculum; Classroom Techniques; Kenya (Nairobi) + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Rechenkompetenz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Private school; Privatschule; Ausland; Teaching improvement; Unterrichtsentwicklung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; School year 03; 3. Schuljahr; Schuljahr 03; Test content; Testaufgabe; Item-Response-Theorie; Schwierigkeitsgrad; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Klassenführung
Abstract	This paper examines a procedure measuring student competencies in numeracy using school-based assessments, and demonstrates how the procedure informs the school system on quality improvement. The sample consisted of 7648 students, attending three different types of urban schools including government, formal private and low cost private in poor informal settlements in Kenya. The numeracy tool measures six curriculum outcome areas. Each outcome area is defined by 2-11 measured items based on the emphasis given to an area in the curriculum. Within each of the outcome areas, items are also hypothesised to measure categories of the cognitive domain of learning. Using the Rasch, we examine the item difficulties, person location and differential item functioning. The paper provides important implications to provision of evidence to inform teaching in poor urban informal settlements in Kenya and this can also be replicated in other sub-Saharan African countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01