Edy, Irawan (2014) KEEPING MATHEMATICAL ASSESSMENT PROCESS ON TRACK. Proceeding of International Conference On Research, Implementation And Education Of Mathematics And Sciences 2014. (Submitted)

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Abstract
Idea in this paper was inspired by writings of William D. (2007 ) with the theme of Keeping Learning on Track in classroom assessment contexts . In his research , when teachers asked students how to assess , they are likely to cite tests , quizzes , portfolios , projects , and various other methods of formal tests. According to Wiliam D (2007 ) , basically term of assessment is much closer to this more informal meaning. However, emphasis on assessment as a formal process is pervasive, and mathematics education is no exception. Teachers ablitiy to conducted mathematical assessment will have an impact on the learning process change . The facts indicate that many teachers are still having problems in condected mathematical assessment process. These problems can be viewed from two aspects of learning , namely the mastery of content and ability to organize of students. These facts provide guidance that teachers need ability to assess the of the assessment process in order to keep the mathematical assessment process on track . Development of teachers ability in assessment process can be viewed from various perspectives . Romberg (2004 , h.230 ) offers four steps in developing teacher assessment process ,namely : initiate , investigate , interpret , and integrate . The first step is oriented toward the teacher to begin with an understanding of assessment practices , the second step oriented teacher involvement in an investigation of assessment techniques . The third step suggest teachers have capability to interpret students' work , the fourth step provides opportunity for teachers to develop further assessment practices , including through workshops, other teachers professional activities . Referring to Battista (2007 , h.836 ) , reform of mathematical assessment process can be done by integrating the process of assessment in mathematical concepts learning .
Item Type:  Article 

Uncontrolled Keywords:  mathematical assessment, teachers development 
Subjects:  Prosiding > ICRIEMS 2014 > MATHEMATICS & MATHEMATICS EDUCATION 
Divisions:  Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA) > Pendidikan Matematika > Pendidikan Matematika 
Depositing User:  Eprints 
Date Deposited:  07 Nov 2014 05:15 
Last Modified:  07 Nov 2014 05:15 
URI:  http://eprints.uny.ac.id/id/eprint/11549 
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