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

Chew , Cheng Meng Developing a two-prong cognitive diagnostic assessment model (CDAM) for rimary mathematics learning. Project Report. Universiti Sains Malaysia. (Submitted)

Full text not available from this repository.

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 complementing 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.

Item Type: Monograph (Project Report)
Subjects: L Education > L Education (General) > L7-991 Education (General)
Divisions: Pusat Pengajian Ilmu Pendidikan (School of Educational Studies) > Monograph
Depositing User: Mr Erwan Roslan
Date Deposited: 28 Mar 2017 09:59
Last Modified: 06 Sep 2017 12:21
URI: http://eprints.usm.my/id/eprint/32556

Actions (login required)

View Item
Share