MATHEMATICS ASSESSMENT INTERVIEW
St Patricks Primary School, Port Fairy, 2012.
The Mathematics Assessment Interview (MAI), was undertaken as part of the single days that I was involved in for my second PEP, at St Patrick's Primary School in Port Fairy. I completed the MAI on a grade 5 female student, which involved the Affective Assessment Task, where the child described how she felt about mathematics. The MAI focused on the concept of Number, which involved observing and recording the responses to each question from the student. After conducting the interview, I was then able to evaluate where the student was at in the mathematical domain of number, through identifying where she was on the Growth Point Profile Chart. This was an important task for me to complete, as it gave me an initial understanding of what is required to complete this mathematical assessment. I found I obtained the skills which require me to determine where a student is at in terms of their mathematical understandings. These skills are vital to implement into the classroom, in order to ensure that each child is achieving optimal learning in mathematics.
Pleasant Street Primary School Ballarat, 2013.
As part of a mathematics assignment, I was required to assess a grade 6 student using an Affective Assessment task, where the child described how they felt about learning mathematics through a Happy and Sad worksheet. I was also required to assess the child using the rational number component of the Mathematics Assessment Interview, allowing me to determine the growth profile point of the child.
Through completing this task, I was able to gain a further understanding of the type of assessment that can be used to determine where a student is in terms of their mathematical knowledge. It helped me to become more familiar with the Mathematics Assessment Interview, and lead to me developing a higher level of confidence in performing this assessment practice.
The Mathematics Assessment Interview (MAI), was undertaken as part of the single days that I was involved in for my second PEP, at St Patrick's Primary School in Port Fairy. I completed the MAI on a grade 5 female student, which involved the Affective Assessment Task, where the child described how she felt about mathematics. The MAI focused on the concept of Number, which involved observing and recording the responses to each question from the student. After conducting the interview, I was then able to evaluate where the student was at in the mathematical domain of number, through identifying where she was on the Growth Point Profile Chart. This was an important task for me to complete, as it gave me an initial understanding of what is required to complete this mathematical assessment. I found I obtained the skills which require me to determine where a student is at in terms of their mathematical understandings. These skills are vital to implement into the classroom, in order to ensure that each child is achieving optimal learning in mathematics.
Pleasant Street Primary School Ballarat, 2013.
As part of a mathematics assignment, I was required to assess a grade 6 student using an Affective Assessment task, where the child described how they felt about learning mathematics through a Happy and Sad worksheet. I was also required to assess the child using the rational number component of the Mathematics Assessment Interview, allowing me to determine the growth profile point of the child.
Through completing this task, I was able to gain a further understanding of the type of assessment that can be used to determine where a student is in terms of their mathematical knowledge. It helped me to become more familiar with the Mathematics Assessment Interview, and lead to me developing a higher level of confidence in performing this assessment practice.