Mathematics Case Study

This theory stresses the importance of assessment in the teaching and learning process. It clearly spells out that assessment aims to point out strengths and weaknesses which then will serve as a basis in improving academic instruction and capabilities both by the students and teachers. In this same vein, this study aims to discover if more frequent assessment will result to better achievement in Mathematics. The foundation of authentic assessment methodologies in Mathematics revolves around evaluating students’ ability to apply what they have learned in Mathematics to a “real world” context. The purpose of education is to develop productive citizens proficient and capable of doing meaningful tasks in the real world. Authentic assessment

Hence, he is a frequent user of criterion-referenced tests in school since these are based directly on mastery of learning objectives. Evaluation for him would be products of instruction not the process itself. It is also worth noting that Gagne would evaluate intellectual skills differently from information. Intellectual skills involved much more than memorizing some formula or definition hence, it requires a demonstration of the skill and not simply describing it. For instance, if the outcome of the intellectual skill is calculating the area of a triangle, assessment has to require students to perform calculations and not simply stating a

The 21st century outcomes are the skills, knowledge and expertise that students should master to succeed and live in the 21st century (Corpuz, 2015). These are the learning and innovation skills, information, media and technology skills and life and career skills. Assessment of the 21st century includes the use of a balance, formative, summative, high quality traditional and authentic assessments requiring the learners to demonstrate mastery of 21st century skills. Notice that the use of authentic assessment is also stressed and supported in this