Table 3 - uploaded by Pauline Vos
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TIMSS Performance Assessment 2000 in the Netherlands, reliability (Cronbach's Alpha) and comparability (w 2 -test) of students' scores per task
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In TIMSS-95, participating countries could administer the TIMSS Performance Assessment consisting of practical tasks, and considered to match well with the Dutch intended curriculum. But in 1995, Dutch students did not score as expected on this test, revealing a discrepancy between intended and attained curriculum. Therefore, in 2000, the test was...
Contexts in source publication
Context 1
... science and mathematics tasks of the Performance Assessment are stated in Table 2. Each task consists of a number of scaffolded items (see Table 3). All items were open, asking students to give a short or more extended answer. ...
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The purpose of this study is to determine the effects of problem based mathematics teaching through mobile based applications which are used as assistive technology. It has been designed in a mixed method model that integrates research results. The participants of the experimental group were chosen from the students who continue to take mathematics courses within the traditional curriculum and were included in the process of problem based learning via mobile applications. Quantitative dimension of the study was designed using quasi-experimental design with pretest-posttest control group and it was seen that the success of the students in two different environments showed significant difference before and after the experiment. In other words, it has been found that the common effects of successive measurement factors on the success of different learning environments are significant. Within the light of these findings, it has been determined that both learning environments have different effects in increasing the success of the students and that the environment created for the experimental group is more effective in increase of the success. As a result of the qualitative analysis of the data collected by the researcher through the open-ended questionnaire, it was seen that the students reported positive opinions towards the environment (mobile technology, WhatsApp or virtual stock exchange application) and problem based teaching process. Based on these results, it can be asserted that the problem based learning process in which mobile based applications are used as an assistive technology is effective both in the increase of students’ success in maths and their positive attitudes.
This chapter aims to provide an in-service teaching model, which is named as a “reflective teachers-as-designers professional development model” based on the literature, designed to give teachers an understanding of teaching that focuses on developing real-life contexts and developing global competencies. First, the conceptual framework for the learning of teachers and their capacity as designers are discussed. Then, content components and process components of the model are presented by providing the rationale behind each element.
Eğitim ve öğretimin temel bileşenlerinden olan ölçme ve değerlendirme sonuç ve süreç açısından düzenleyici ve dönüştürücü etkilere sahiptir. Özellikle ulusal ölçekte yapılan liseye geçiş sınavlarında sorulan matematik sorularının içeriğinin, bağlamının ve niteliğinin matematik öğretimi üzerinde çok daha büyük ve kapsamlı etkiye sahip olduğu yadsınamaz. Bu nedenle matematik öğretiminin tüm aşamaları bilhassa ölçme ve değerlendirme etkinliklerinin bağlamsal temelli olması kritik bir değere sahiptir. Bu bağlamda çalışmanın amacı 1998-2013 yılları arasında ülkemizde uygulanan OKS-SBS matematik sınav sorularını PISA tarafından gerçek yaşamı tanımlayan bireysel, sosyal, mesleki ve bilimsel kategorileri ile ortaokul matematik ders programında yer alan öğrenme alanlarına göre sınıflayıp incelemektir. Çalışmada veriler, nitel araştırma veri toplama yöntemlerinden doküman incelemesi tekniği kullanılarak toplanmıştır. Bahsi geçen sınavlarda sorulan 375 tane soru gerçek hayatla ilişkili olma ölçütü ile incelenmiştir. Soruların yıllara göre dağılımı frekans ve yüzdelik olarak hesaplanmıştır. Frekans ve yüzdelikler incelendiğinde 1998-2008 ile 2009-2013 yılları arasında gerçek hayatla ilgili sorulan matematik sorularının sayısı ve bağlamı açısından önemli oranda farklılaşmakta olduğu tespit edilmiştir. 1998- 2008 yılları arasında sınavlarda sorulan matematik sorularının gerçek hayatla ilişkili olma oranı % 35 iken 2009-2013 yılları arasında bu oran % 61 olarak önceki yıllara göre yaklaşık iki kat artış göstermiştir. İlk yıllarda gerçek hayatla ilişkili sorulan soruların büyük bir kısmı sayılar ve işlemler öğrenme alanında ve kişisel bağlamda olurken sonraki yıllarda soruların her öğrenme alanına yayıldığı sosyal, mesleki ve bilimsel bağlamda sorulan soruların arttığı görülmüştür.
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Making real world connections in mathematics curricula and in teaching mathematics is generally viewed favorably within the educational community, however, little empirical research has examined how and why to use real world connections in mathematics education based on the views of experts. This study describes the feasibility of the use of real world connections according to high school mathematics teachers and academicians of mathematics education. Opinions of high school mathematics teachers (n=16) and academicians (n=8) about advantages, disadvantages, and examples of real world connections are elicited and reported. Teachers and academicians report several advantages of the use of real world connections in teaching mathematics as well as its disadvantages and limitations. Suggestions about dealing with limiting factors for using real world connections are also reported. Keywords: Mathematics curriculum, real world connections, mathematics teaching
From international comparative studies (TIMSS, PISA) it appears that students in lower secondary education in the Netherlands perform relatively well in mathematics and science compared to their peers from other participating countries. Policy-makers, especially, are eager to bring these positive outcomes into the limelight. However, one may wonder whether, in case of the Netherlands, there is good reason for such zeal. An evaluation study, conducted by the Netherlands Inspectorate of Education, shows that lower secondary schools do not meet the quality required in implementing a curriculum reform that started in 1993, entitled ‘basic secondary education’. So, in spite of all rhetoric on the positive outcomes of TIMSS and PISA in the Netherlands, when putting the relatively good student performance in the context of the implementation of this ambitious curriculum reform, many people become puzzled. Research findings on the quality of mathematics and science education seem to be in conflict with the results of TIMMS and PISA. This conclusion and also the observation that international comparative assessment studies have serious difficulty in meeting the goal of providing proper interpretations of student achievement, especially from a curriculum perspective, give reason to attempt to disentangle the conflicting images.
