Developing a two-prong cognitive diagnostic assessment model (CDAM) for primary mathematics learning.
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Date
2016
Authors
Cheng Meng, Chew
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Abstract
With the latest shift to school-based assessment [SBA), school teachers are assigned a bigger role in designing appropriate assessments and making decision about pupils' learning.However, anecdotal evidence from teachers implementing the new curriculum suggested that these teachers need more support, particularly in mastering school based assessment, active learning pedagogy and the promotion of higher-order thinking skills.
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Keywords
cognitive , CDAM , mathematics learning , assessment