A Diagnostic Assessment Model for Mathematics in Upper Secondary Level

It is the purpose of this study to develop a Model describing and explaining the nature of the Diagnostic Assessment Process for Mathematics in First Year Upper Secondary level. Multiple sources of data were collected through questionnaires; classroom observations; clinical, structured, and informal interviews; and case studies. After investigating the nature and purpose of the assessment activities and the use of assessment information in current mathematics classrooms, a model of diagnostic assessment for Mathematics in first year upper secondary level was developed from a consideration of the data collected during the above investigation. The proposed model includes four phases: identification, diagnosis procedure, remediation and evaluation. For each phase of the diagnostic assessment process, the model explains strategies and instruments needed to use in practice. The feedback loops provide the needed information which feeds back to each phase. The proposed model was applied in practical situation (remedial class, remedial group, and individualized remediation) and validated as diagnostic test, observation checklists, interview schedule, and opinionnaire. The data analysis involved four main stages (a) statistical analysis using SPSS version 13.0 for quantitative data;(b) development of summary case studies;(c) formal analyses based on coding systems using ratings or frequency counts; and (d) informal analyses based on the researcher’s intuitive reasoning from a thorough reading of data. Five factors of variables had been identified as influencing mathematics learning of students: parents, teacher, student, peer and feedback. The cognitive, motivational, and affective factors also affected to influence students’ learning of mathematics. This model is useful not only for Mathematics assessment but also for other subjects such as English, Physics and so on. It would enable the teachers to improve their pedagogical skills, especially assessment skills. And it is very sure that this study provides positive contribution to the field of educational assessment