Scaffolded Summative Assessments in Algebra 2
Often in mathematics, students are asked to reproduce information and regurgitate algorithms and definitions rather than apply mathematical concepts and show their understanding of the material. The reproduction of information creates a transactional process where the student is seen as the processor and the instructor is the “knower” of knowledge, and there is no shown mastery from the student. In this way, students are not given the opportunity to show their understanding and mastery using traditional classroom practices.
Scaffolding is an instructional method used to facilitate students by providing support for them to build on their prior knowledge to then discover new information. Scaffolding within tasks can create the opportunity for students to show mathematical mastery by using previous knowledge to build connections between mathematical concepts. The connections the students create between scaffolded questions in an assessment can help students show their mastery they would not be able to do independently as they are given the chance to recall prior knowledge. In my research, I explored whether scaffolds aid students in showing mastery of a given mathematical standard when compared to the shown work and skills used of students who are not given scaffolds. The scaffolds implemented in the assessments are based on the Wyoming State Mathematical Standards performance level descriptors. It is my intension that the information on the use of scaffolded assessments be used to better prepare my students in mathematical mastery rather than reproduction of information.
Committee membersHutchison, Linda; Wade,Christine; Hudson,Margaret
PublisherUniversity of Wyoming. Libraries
- Education - EDUC