International Electronic Journal of Mathematics Education

Performance Assessment on High School Advanced Algebra
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2017 - Volume 12 Issue 3, pp. 777-798
  • Published Online: 27 Nov 2017
  • Article Views: 793 | Article Download: 274
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Tejeda S, Gallardo K. Performance Assessment on High School Advanced Algebra. Int Elect J Math Ed. 2017;12(3), 777-798.
APA 6th edition
In-text citation: (Tejeda & Gallardo, 2017)
Reference: Tejeda, S., & Gallardo, K. (2017). Performance Assessment on High School Advanced Algebra. International Electronic Journal of Mathematics Education, 12(3), 777-798.
Chicago
In-text citation: (Tejeda and Gallardo, 2017)
Reference: Tejeda, Santa, and Katherina Gallardo. "Performance Assessment on High School Advanced Algebra". International Electronic Journal of Mathematics Education 2017 12 no. 3 (2017): 777-798.
Harvard
In-text citation: (Tejeda and Gallardo, 2017)
Reference: Tejeda, S., and Gallardo, K. (2017). Performance Assessment on High School Advanced Algebra. International Electronic Journal of Mathematics Education, 12(3), pp. 777-798.
MLA
In-text citation: (Tejeda and Gallardo, 2017)
Reference: Tejeda, Santa et al. "Performance Assessment on High School Advanced Algebra". International Electronic Journal of Mathematics Education, vol. 12, no. 3, 2017, pp. 777-798.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Tejeda S, Gallardo K. Performance Assessment on High School Advanced Algebra. Int Elect J Math Ed. 2017;12(3):777-98.

Abstract

The lack of feedback in the student-teacher relationship creates an incomplete perspective about the learning process in Mathematics, as for example in Advanced Algebra. This research was conducted in Mexico using a theoretical framework for performance assessment, based on the competencies for Advanced Algebra learning at the high school level. The objective sought to explore students’ perceptions after a performance assessment process, using two groups of students who took Advanced Algebra for the second time because of low academic achievement. Mixed methods research was selected for understanding profoundly how performance assessment reports (PAR) could bring useful information to students for reaching expected performance levels. A performance rubric based on Marzano and Kendall’s New Taxonomy, as well as semi-structured interviews, were used for data collection purposes. The findings confirm that changing the assessment method from traditional grading to performance assessing can be a clearer approach for understanding students’ strengths and weakness as Advanced Algebra learners.

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