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Diagnostic Competence of Mathematics Teachers pp 207–221Cite as

Improving Teachers’ Assessment Literacy in Singapore Mathematics Classrooms: Authentic Assessment Task Design

Part of the Mathematics Teacher Education book series (MTEN,volume 11)

Abstract

In this chapter, we present a school-based, practice-oriented professional development approach to mathematics authentic assessment task design and examine its impact on elementary mathematics teachers’ assessment literacy. The quality of teachers’ assessment tasks used in the day-to-day mathematics instruction was used as an indicator of teachers’ assessment literacy. We believe that authentic assessment tasks provide rich learning opportunities for students to develop their mathematical literacy, which was evident in students’ work. In addition, teachers’ active involvement in the design and implementation of mathematics authentic assessments has the potential to increase their diagnostic competence. Singapore, one of the high-performing education systems in the world, was used as an example to demonstrate the importance of improving mathematics teachers’ assessment literacy in the context of twenty-first century teaching and learning. The chapter ends with some recommendations for using mathematics authentic assessments to increase teachers’ diagnostic competence. It also includes some suggestions for future research.

Keywords

  • Authentic Assessment Tasks
  • Teacher Assessment Literacy
  • Diagnostic Competence
  • Professional Development Approach
  • National Council Of Teachers Of Mathematics (NCTM)

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Author information

Authors and Affiliations

  1. Werklund School of Education, University of Calgary, Calgary, AB, Canada

    Kim Koh & Olive Chapman

Authors
  1. Kim Koh
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  2. Olive Chapman
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Corresponding author

Correspondence to Kim Koh .

Editor information

Editors and Affiliations

  1. University of Education Freiburg, Freiburg, Germany

    Timo Leuders

  2. School of Education, University of Applied Sciences and Arts of Northwestern Switzerland, Basel, Switzerland

    Kathleen Philipp

  3. University of Education Freiburg, Freiburg, Germany

    Dr. Juliane Leuders

Appendix A

Appendix A

figure a

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Koh, K., Chapman, O. (2018). Improving Teachers’ Assessment Literacy in Singapore Mathematics Classrooms: Authentic Assessment Task Design. In: Leuders, T., Philipp, K., Leuders, J. (eds) Diagnostic Competence of Mathematics Teachers. Mathematics Teacher Education, vol 11. Springer, Cham. https://doi.org/10.1007/978-3-319-66327-2_11

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  • DOI: https://doi.org/10.1007/978-3-319-66327-2_11

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-66325-8

  • Online ISBN: 978-3-319-66327-2

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