Rachel Passmore – University of Auckland (photo taken from https://www.math.auckland.ac.nz/people/rpas014)
Live blogging: Note that these are notes I’ve taken live, but will edit this today into a more readable format. I want to put this up straight away though to see if I have any obvious misunderstanding. Equations will also be put into more readable format ASAP.
“A face to face explanation of the solution to a mathematics problem demonstrates understanding far more than a written report” David Holgate, Delta 2013
Traditional form of assessment not suitable for ‘second-chance’ students.
From the NCTM website: suggestions for alternative forms of assessment.
- Promoting student discussion: already using
- Observe students engaging in maths: already using
- Presentations: not doing yet
- Interview students or personalise feedback: Already using journaling
Try: Video assessment
Challenges for the lecturer:
- What topic?
- assessment rubric
- time limit
- max file size
- how video should be submitted
- evaluation of learning benefits
- other technical issues
Challenges for the students:
- Having to work as a group
- Learn how to make a video: Editing, sound tracks, captions, credits, uploading
- Camera shy
- ESL students
- Time management for the group
In the end:
- Chose simultaneous equations
- Rubric loosely based on David Holgate’s
- Used youtube
- No technical issues
- Group work outside of class a challenge but all but a couple submitted a video
- Sense of achievement at finished product
- Camera shy used puppets
- ESL – get non ESL presenter
- Is the mathematics correct?