The Singapore Mathematics Pedagogy and Assessment (Phase Two) Project

Project Number
OER 45/08 FLH

Project Duration
April 2009 - September 2010

Status
Completed

Abstract
This proposed project is intended to be the Singapore Mathematics Assessment and Pedagogy Project (SMAPP): Phase Two. Phase One of the SMAPP project has been approved at the OER/NIE level, and managed under LSL. It was planned to run from September 2008 to February 2009, with the focus on developing assessment framework, realistic tasks and resource materials based on an innovative formative assessment approach that integrates assessment into instruction. Phase Two is proposed to cover the first six month period of the classroom-based intervention of the whole project, from April 2009 to September 2009. A third phase, Phase Three, will follow and involve a further one-year-period classroom-based intervention and is planned to run from October 2009 to June 2011. The SMAPP project is an RD&I (Research, Development and Innovation) project. It will create and pilot an innovative and systematic approach to assessment suited to the needs of mathematics teaching and learning in our local schools. Its focus areas include assessment, teacher professional development, and the integration of IT in mathematics teaching and learning. The assessment approach investigated in the project has the following two unique characteristics: Firstly, assessment should perform three functions document what teachers and students have achieved (assessment of learning); help teachers and students identify how to improve teaching and learning based on the information gathered from the assessment (assessment for learning); engage students and teachers in worthwhile educational experiences as part of the assessment process, so the process of doing assessment tasks is also a process of learning (assessment as learning). Secondly, the approach is committed to a disciplinary perspective of mathematics that focuses on enhancing the ''authentic'' intellectual quality of knowledge work carried out in mathematics classrooms. In particular, the assessment tasks designed and used in the approach will be truly mathematically meaningful, serving important curriculum goals in mathematics. The assessment approach advocated in this project will primarily use extended, investigative or open-ended, and reflective tasks as these are seen to be able to capture authentic, real-life ''doing'' of mathematics. The process is formative and developmental; and the delivery is IT-integrated, whenever viable and appropriate. The project addresses a number of major issues and concerns about our schools' mathematics education in classroom assessment practice, students' achievement, and teacher professional development. In particular, it will provide research evidence for developing students' high-order thinking skills, critical and creative thinking skills, and real-life problem solving abilities in our local school mathematics classrooms.

Funding Source
NIE

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