Developing a two-prong cognitive diagnostic assessment model (CDAM) for primary mathematics learning.

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dc.contributor.authorCheng Meng, Chew
dc.date.accessioned2017-08-01T04:16:40Z
dc.date.available2017-08-01T04:16:40Z
dc.date.issued2016
dc.description.abstractWith 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.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/4278
dc.subjectcognitiveen_US
dc.subjectCDAMen_US
dc.subjectmathematics learningen_US
dc.subjectassessmenten_US
dc.titleDeveloping a two-prong cognitive diagnostic assessment model (CDAM) for primary mathematics learning.en_US
dc.typeTechnical Reporten_US
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