Divine Word College of Calapan Education Department

Quiz Buddy Assessment and the Performance of the Selected Students of Divine Word College of Calapan in Problem Solving

Alfante, Dyra D. Lintawagin, Edrian H. Napoles, Fatima Julien R. Oteyza, Malaya Beulah M.

Chapter I THE PROBLEM AND ITS SETTING

Introduction

Problem Solving is an essential part of mathematics. It aids the development and improvement of the students generic ability to solve real life problems, develop critical thinking skills and reasoning, gain deep understanding of concepts, work in groups, interact with and help each other.

It has been a common practice in every mathematics class to engage the students in problem solving which require higher

order thinking skills (Wilson 2008). Sole reliance on traditional paper and pencil test has

served its purpose in the past when mathematics was viewed the ability to manipulate procedural and computational skills

(Lambdin&Forseth, 1996).

In education

todays of the

competitive student

world,

quality

aspects

of

the

have

assumed

increasing

importance

(Hogg et.al 1999). Improvements to teaching methods and the need to promote professional skills are amongst the processes likely to improve student quality. At the same time, seeing the student

becoming more interested and eager in learning and developing skills, and in essence becoming more truly educated can be an extremely rewarding experience for the instructor (Heppner &

Johnston 1994).

Instructors wishing to improve the techniques of learning and evaluation such as need to keep that are in mind important to professional in their

skills

teamwork skills

they

need in in

develop to

students. function

These as

required either

order a

effectively or in a

future

employees

business

government work environment. Collaborative peer group learning is one such method that develops team skills. Several studies have shown that student learning and satisfaction are

significantly improved with peer assessment (Kwok et.al 2001, Weiler 2001, Ueltschy 2001).

Burns together

(2007) in

suggests groups also

that as meet

students

be

allowed their

to

work

small and to

theycomplete again She whole the

homework day to

assignments,

following about and

discusscompleted presenting ideas can their be

homework ideas to

problems. the

speaks class

students how those the

before

used

strengthen

important

concepts

in

curriculum. She encourages a student-centered classroom, rather than teacher-centered. Burns believes that small-group work is invaluable for supporting student learning, maximizing student

involvement, reducing isolation among individual students, and establishing a classroom environment that values student

thinking, reasoning, and participation. Considering these, the researchers believe that an

alternative assessment

Research Locale

Mathematics, as a part of the curriculum, is studied by the students. In order for them to be professionally and globally competent individual in the near future, they need to complete the course whether they are mathematically inclined or not.

Most Mathematics Majors of Divine Word College of Calapan are proven effective and competent teacher when they are already in the field. They use their knowledge and skills as well as different process. Divine Word College of Calapan offers different courses teaching strategies for effective teaching-learning

including Bachelor of Science in Education. __________

Conceptual Framework

Dependent variable

Independent variable

Assessment Methods Performance of the students in Problem Solving Traditional assessment Quiz Buddy assessment

Proposed instructional plan

Figure 1: Conceptual Framework

The

assessment variable

methods

used

in with

the the

study

serves

as of

the the

independent

correlating

performance

students in Problem Solving which is the dependent variable in the paradigm.

Theoretical framework

This study is anchored in the following theories:

Peer

assessment

is

powerful

didactical

method

for

teaching skills that are important for the teaching domain for at least four reasons. First, teachers have to work together, learn from each other and become a member of a learning

organization (Verloop & Wubbels, 2000). Besides, the importance of communication between teachers in schools has been endorsed by many researchers (Cohen, 1994; Johnson, Johnson, & JohnsonHolubec, 1992; Sharan & Sharan, 1994; Slavin, 1995).

In a peer assessment task, students have to communicate and collaborate and, thus, are able to acquire communication and collaboration skills. Second, discussion about reflection is an ongoing issue in teacher education (e.g., Korthagen, 1985, 2001; Newman, 1996; Reilly Freese, 1999; Richert, 1999). Encouraging students to assess each others contributions to discussion and discourse, as in peer assessment, is further exposing them to the skills of critical reflection and analysis (Birenbaum, 1996; Sambell & McDowell, 1998). Reflection skills are conditional for making reliable judgments about peers work. Thus, peer

assessment fosters reflection and the development of reflection skills. Third, student teachers will become assessors in their own classroom and, therefore, they will have to design

assessments

as

prospective

teachers

of

children

in

primary

schools. It is therefore advisable to teach student teachers how to make critical judgements about the performance of their

peers, and, later on, about performances of children. The last reason for the importance of peer assessment in teacher

education is that after students have left higher education, they are likely to rely heavily on the judgement of their peers to estimate how effective their performances in the school are (Brown, Rust, & Gibbs, 1994). Being able to interpret the work of colleagues and peers is a necessary prerequisite for

professional development and for improving ones own functioning (Verloop & Wubbels, 2000). Training in peer assessment skills stimulates this mutual influence to take place at a professional level.

Peer assessment is regarded as a learning tool that may have positive effects on skills that are relevant for teachers. In our view, performance assessment should be the fundament for peer assessment tasks. Performance assessments are described in terms of a certain performance that is content related and is perceived as worthwhile and relevant to the student in relation to their future an profession. This performance (Wiggins, to may or may not

represent assessment

authentic on

situation the

1989).

Performance of

focuses

ability

use

combinations

acquired skills and knowledge, and therefore fits in well with the theory of constructive alignment and powerful learning

environments (Linn, Baker, & Dunbar, 1991; Birenbaum,2003).

As

opposed

to

most

traditional

forms

of

testing,

performance assessments do not provide clear-cut right or wrong answers. The performance is evaluated in a way that allows for informative scoring on multiple criteria. This is accomplished by creating assessment forms. In these forms teachers determine at what level of proficiency a student is able to perform a task or display knowledge of a concept.

Statement of the Problem

This study aimed to determine the

Scope and Limitation

The study focused on quiz buddy, a phenomenon on which the students are learning with their respective partners. They

answer quizzes and exercises together. Since there is a small population of Sophomore Mathematics Majors students, the

researchers decided to include the BEED students as respondents of this study.

Significance of the Study In view of the research being done on group assessment, the aim of this study was to determine whether the use of specific assessment strategies for quiz buddy could contribute towards a more reliable way of assessing individual abilities in problem solving.

In the development of the assessment strategies, literature on assessment in general and on the assessment of co-operative and collaborative learning was considered. In order to determine whether these specific quiz buddy assessment strategies could be implemented solving compared more reliably for assessing and to individual problem were a

abilities,

students the

pair

individual determine

marks

throughout

course

whether

significant correlation existed between these marks.

Definition of Terms

To

have

better

understanding

of

the

study,

some

of

the

terms are defined conceptually and operationally.

Mathematics- The science that deals with the study of numbers set of points, quantities and other various elements and the relationship between them. Problem Solving- A method of learning in which students evaluate their thinking and progress while solving problems. The process includes strategy discussion- determining solution strategies to similar problems and pinpointing additional problems within the context of their investigation. Assessment-An information standards. integral pertaining Allows to part on a of investigation progression about providing towards students

students

collect as

information well as

understanding

mathematics,

their

mathematical

strength and weaknesses. Alternative assessmentTraditional responses assessment-An a assessment list, in a which students list, select or a

from

multi-choice

true/false

matching list. Quiz buddyCurriculum-A plan of instruction that details what students are to know, how they are learn to it, what the teachers role are, and the context in which learning and teaching will take place.

Collaborative assessmentPeer assessmentPair assessmentDWCC-Divine Word College of Calapan BEED-Bachelor in Elementary Education BSED-Bachelor of Secondary Education Critical thinking-Logical thinking that draws conclusions fro

facts and evidence. EvaluationPerformance assessment-Systematic and direct observation of a

student performance or examples of students performances and ranking Students according are to pre-established on the result as performance well as criteria. process

assessed

the

engaged in a complex task or criterion of a product. Performance criteria- A description of the characteristics to be assessed analytical for a given or task. It may They be may general, be specific, as a

trait,

holistic.

expressed

scoring rubric or scoring guide. Authentic assessment-

Constructivism-learning theory suggesting that students learn by constructing their own knowledge. Students learn by

incorporating new information into what they already know.

Chapter 2 Review of Related Literature and Related Studies

Related Literature

There are different methods of assessment.

According to Marneweck and Rouhani (2002), peer assessment implies that learners are encouraged to help and assess each other during peer activities.

Hanrahan and Isaacs (2001) describe peer assessment as a constructive contribution by members of a pair or group to

assess their collaborative efforts.

Cheng and Warren (2000) stressed the importance of peer assessment involved and in proposed that students by need to be their actively peers evidence

group

assessments a pair

determining

contributions.

Within

programming

environment

also exists that peer assessment could be helpful in determining individual contributions.

Williams, Wiebe, Yang, Ferzli, and Miller (2002) applied peer assessment on completion of every pair programming project,

and Daniel (2003) stated that students never again complained about a free ride when implementing peer assessment in pair

programming situations.

During self-assessment students assess their own work. Self assessment could be valuable in encouraging students to take more responsibility for their own learning (Earl, 2003).

Liebovich assessment Individual role to

(2000) identify

stated the in

that skills group 2006;

students they work,

should to a

use

selfon.

need

improve

accountability &

plays

significant and self-

(Johnson can

Johnson, encourage group

Preston, to

2005) take

assessment

learners or pair

personal and

responsibility

during

activities.

Williams

Upchurch (2001) also supported the view that students should assess their own contributions in the pair when performing pair programming.

Individual assessment takes place when learners complete an activity autonomously and are assessed individually by the

facilitator (Knight, 2004).

Johnson that

and

Johnson

(2006)

strongly play

emphasized the

the

role of

individual

assessment

should

in

assessment

group

work

activities

in

order

to

eliminate

free-riding.

Individual assessment implies that the facilitator assesses the activity and provides feedback to individual learners. Verhaart et al. (2005) proposed that individual assessments marks should during

contribute

significantly

towards

students

groupwork activities. One can therefore assume that individual assessments should take place after every session in order to assess individual performance more reliably. Collaborative assessment is a problem-solving process,

originally developed by Bruce Chalmer, Ph.D., that can be used as an alternative to psychological evaluation. It draws from the ideas and techniques of narrative therapy (Freedman and Combs, 1996; White and Epston, 1990), as well as those of

individualized psychological assessment (Fischer, 1985). Collaborative management emotional, approach and Problem Solving for (CPS) is a with approach behavior social, views

developed

children This

behavioral

challenges.

behavioral challenges as a form of developmental delay and seeks to create fundamental changes in interactions between kids with behavioral challenges and their adult caregivers (Dr. Ross W. Greene, The Explosive Child (1998; 2001; 2005; 2010).

In together

collaborative to find a

problem solution

solving, acceptable

the to

individuals both. It

join

entails

redefining

the

problem,

discovering

novel

alternatives

and

focusing on overlapping interests. Neither person capitulates or dominates the other. No one looses or gives in because both parties benefit. This is often called a win/win way of dealing with conflicting needs. It has been found to be successful with an extraordinarily high percentage of typical problems, which occur between people, (Nancy Willihnganz).

So what do we mean by collaboration? Hara (2003, p. 953) summarises collaboration as working together for a common goal and sharing of knowledge. Similarly, Weiseith, Munkvold,

Tvedte, and Larsen (2006, p. 40) suggest that collaboration takes place when two or more people communicate and interact to reach a goal. Creamer and Lattuca (2005) underscore the social inquiry aspect of collaboration, suggesting that collaboration promotes learning. In describing collaboration as social

practice they emphasise the role of interaction and building relationships. Inquiry in this context signifies scientific and artistic explorations that advance knowledge and the co-

construction of knowledge and learning (Creamer and Lattuca, 2005, p. 5). In the context of learning, Oliver, Herrington, and Reeves (2007, p. 2) describe collaboration as interactions that are interdependent and actually promote the kinds of joint

contributions of students that enable outcomes to exceed what might normally be achieved by individual activity. Related Studies

In

teaching

and

learning,

the

important

role

of

collaboration is acknowledged and discussed in a number of key publications in the field of Higher Education (such as Barkley, Cross, and Major, 2005; Johnson Stanne, & & Johnson, Donovan, 1996; 1999). and Millis &

Cottell, findings

1998;

Springer, that

Research improves

demonstrate

collaboration

promotes

learning, and is an important factor in academic achievement, personal development and student satisfaction. ODonnell, HmeloSilver, students and Erkens (2006) argue that collaboration outcomes, among the

promotes of

higher-level argumentation

learning skills.

through

development

Encouraging

active

learning, cooperation and collaboration among students are also among the seminal Seven Principles (Chickering for & Good Practice in

Undergraduate

Education

Gamson,

1987).

Furthermore, team work has been identified as one of the core transferable skills valued by employers in the workplace in a recent Graduate Careers Australia's (GCA) survey of employers in Australia and New Zealand (2006).

Related Foreign Studies

Several group marks to

researchers to

highlight

the

problem

of

assigning It is

individual the

students

(Parsons, of

2004). each

necessary

determine

contribution

individual

member and, according to Parson (2004), this is not an easy task. Some students could contribute little or nothing at all, and if there is no assessment of students individual

contributions, marks awarded could be an inaccurate reflection of a students abilities, (Cheng & Warren, 2000). According to Parsons (2004), a fair mark allocated to a given student should reflect that individuals effort and abilities.

Verhaart, Hagen, and Giles (2005), proposed two different assessment individuals methods as best in practice work. for In assessing the base an mark

performance

group

adjusted method, they give individual tests, as well as selfand peer assessments after every group work session. In the task splitting method, they split the group work task and require some work done individually and other work done in groups. A specific students weighting need to is allocated a peer to the different to adjust tasks the and

include

review

group

contribution.

Local Study

Summary

Chapter 3 Methodology

This

chapter the

presents

the

research and

methods

used

by

the the

researchers,

respondents

sampling

procedures,

instruments and the statistical treatment of the collected data.

Research Design The researcher comparative to correlational the study was used the by the given

determine

difference

between

variables as well as the possible relationship

Research Instrument/Data Gathering Procedure The researcher used a self-made questionnaire to gather the data of the study. The first part of the questionnaire was for the grades of the students in midterm examination, and their grades using quiz buddy assessment. The researchers just asked the cooperation of the teachers of the respondents to provide the grades that would be needed because some of the students already forgotten their grades.

The second part of the questionnaire consisted of series of questions regarding the feelings of the students about quiz

buddy

assessment

during

their

classes

in

problem

solving

subject. They were asked to rate the degree

Respondents of the Study In order to meet use of the the objectives thirty of this study, the

researchers

made

(30)

selected

education

students of Divine Word College of Calapan, twelve sophomore mathematics sophomore majors and eighteen majors BEED of students. small Since the the

mathematics

are

number,

researchers also choose the BEED students to be the respondents because they also have problem solving subject.

Statistical Treatment of Data Data gathered in the study were tabulated, tallied and

analyzed. Descriptive statistics was used to describe the

Chapter 4 Results, Analysis and Interpretation of Data

Chapter 5 Summary, Conclusions and Recommendations

Summary of findings

Conclusion

Recommendations

Bibliography (References)