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 01:59 |
| Last Modified: | 06 Sep 2017 04:21 |
| URI: | http://eprints.usm.my/id/eprint/32556 |
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