Classroom Assessment: Student Achievement in Mathematics through Formative Assessment

DOI

10.2991/incomed-17.2018.44How to use a DOI?

Keywords

formative assessment, student achievement, feedback,

Abstract

The challenge of teachers in learning activities is how students can achieve learning goals. This article discusses formative assessment applied by teachers in learning mathematics. The subjects in this study are the senior high school mathematics teachers Class X selected randomly in Magetan. In this research, researcher analyzes and describes the assessments applied by teachers as formative assessments. Data were collected through classroom observation and in-depth teacher's interviews. Teachers apply types of formative assessment in learning mathematics as a strategy to achieve learning objectives. The results show that formative assessment in practice can facilitate students and teachers in the learning process. This is because the formative assessment functions as the feedback provider for the students. Feedback has an impact on teachers to organize assessment and support student learning activities. The impact on students is in their learning commitments so that students can maintain their learning achievement.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Nur Afni Fitriana
AU  - Isnandar Slamet
AU  - Imam Sujadi
PY  - 2018/01
DA  - 2018/01
TI  - Classroom Assessment: Student Achievement in Mathematics through Formative Assessment
BT  - Proceedings of the University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017)
PB  - Atlantis Press
SP  - 208
EP  - 211
SN  - 2352-5398
UR  - https://doi.org/10.2991/incomed-17.2018.44
DO  - 10.2991/incomed-17.2018.44
ID  - AfniFitriana2018/01
ER  -