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GINSHIMA, Fumi ginshima@nier.go.jp Curriculum Director &

The content of math education & the evaluation of results in Japan: Relationship between Assessment & Curriculum. GINSHIMA, Fumi ginshima@nier.go.jp Curriculum Director & Deputy Director of Dep. for Curriculum Research National Institute for Educational Policy Research, JAPAN.

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GINSHIMA, Fumi ginshima@nier.go.jp Curriculum Director &

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  1. The content of math education &the evaluation of results in Japan: Relationship between Assessment & Curriculum GINSHIMA, Fumi ginshima@nier.go.jp Curriculum Director & Deputy Director of Dep. for Curriculum Research National Institute for Educational Policy Research, JAPAN

  2. Table for Gr. 8 Items & scores (a part of) in the National report

  3. Speakers Average % Correct of the Same Gr. 4 Items in 2007 and 2011: Japan

  4. Speakers Average % Correct of the Same Gr. 8 Items in 2007 and 2011: Japan

  5. TIMSS Grade 8: ACROSS CONTENT AREAS–2011

  6. TIMSS Grade 8: MATHEMATICS COGNITIVE DOMAIN–2011

  7. Speakers Grade 8: Geometry; Reasoning Highest score: 72% Japan International Average: 19 % C. Taipei 70% Korea: 69% Singapore: 55% .....

  8. Grade 8: Geometry; Reasoning Highest score: 86% Japan International Average: 33% Korea: 85% Singapore: 80% HK: 75% .....

  9. Speakers Grade 4: Geometric Shapes and Measures; Reasoning Highest score: 45% Northern Ireland International Average: 15% Japan: 32% HK: 33% Korea: 28% .....

  10. Grade 8: Numbers; Fractions/Decimals; Reasoning Highest score: 53% International Average: 23% HK: 47% Singapore: 45% Korea: 44% Japan: 43% .....

  11. Speakers Grade 8: Numbers; Applying Highest score: 86% International Average: 37% Singapore: 83% C. Taipei: 82% HK: 77% Japan: 65% .....

  12. Responses

  13. it is important that using assessment viewpoints to review the tasks in the textbook, those are for lessons or for homework.

  14. Task in Textbook & Item used in lesson Assessment Item 15

  15. Instruction and assessment are related to each other. • Before the class, it is important that teachers have the concrete image of the students who get some ability through the lesson. • And, it is also important that teachers have the plan how to assess it in the class.

  16. Assessment is not an end in itself but just a means to an end. So, we have to pay a lot of attention to design the assessment. 17

  17. National Assessment in Japan • subject : Japanese, Math (2007- ), Science (2012) • date : 1st 2007 April 24, Tuesday inventory survey 2nd 2008 April 22, Tuesday inventory survey 3rd 2009 April 21, Tuesday inventory survey 4th 2010 April 20, Tuesday random sampling survey 5th 2011 --- only distributing item booklets for each schools 6th 2012 April 17, Tuesday random sampling survey 7th 2013 April random sampling survey 8th 2014 April inventory survey • examinee : 2007-2009 : 6th grader ( 1.1 million ), 9th grader ( 1.1 million ) 2010- : 6th grader ( 0.3 million ), 9th grader ( 0.3 million ) 18

  18. Results of Assessment The Ministry announced the overall prefectural and national results about four months after the survey in Japan. A lot of information that were useful for instruction has come from the results. Every teacher could use those findings in each Mathematics class. It is important continuing discussion about how to improve students’ ability based on the findings of the assessment. 19

  19. effect of the assessment • At first, many people concerned about the harmful effect. For example, • only the scores of each prefecture may get a lot of attention, • teachers may prepare a lot of exercises during the class only for getting high score at the assessment. • However, many people and media discuss about the results calmly now. 20

  20. background The government decided to conduct the National Assessment after it discovered in 2003 that children’s reading comprehension and writing ability had deteriorated through the PISA (Program for International Student Assessment of the Organization for Economic Cooperation and Development). We have to discuss about how to improve students ability of thinking. 21

  21. Overall objectives : Math for elementary school Through mathematical activities concerning numbers, quantities and geometrical figures, children should get basic knowledge and skills, should get abilities to think logically and to think with good perspectives, should notice the pleasure of doing activities and appreciate the value of mathematical methods, and should get attitude to make use of mathematics in daily life situations. 22

  22. Question Items • Type “A” items measure the students’ basic knowledge and skills. → Sample A1(7), 2007 Write the answer. 6＋0.5×2 • Type “B” items measure the students’ ability to utilize knowledge and skills to solve problems in everyday life. And, these also measure the students’ ability to develop plans for solving various problems, to carry out these plans, to evaluate and improve the plans. A few items of type “B” were developed to measure the students’ ability to explain their way of thinking. →Sample B5(3), 2009

  23. Time table of the test (elementary school) Japanese A 20 min. 8:35 a.m.- Mathematics A 20 min. Japanese B 40 min. Mathematics B 40 min. Questionnaire 30min. 24

  24. Results of the test 2007:Math for 6th grader Type A, 19 items Type B, 14 items Correct answers (Math A)  Correct answers (Math B) 14 13 12 11 10 9 8 7 6 5 4 3 2 1 Coefficient of correlation r=0.715 Correct answers (Math B) Question 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Correct answers (Math A) 25

  25. Math 2007B 5 (3) East Park is near Hiroshi’s house. Which of the East and Central Parks is larger in area? Write the answer and the reason with words and expressions. Which is bigger, East park or Central park? Write the answer. How do you find it ? Write it down by using sentences and expressions. Hiroshi’s house East Park Central Park 18.2% of children answered correctly. Shop ○Roads a, b, and c are normal to Road i. ○ Roads a, b, and c are normal to Road j. 26

  26. Math 2007 B 5 (3) 18.2% of children answered correctly, it is the worst score in Math B test. 34.4% of children wrote the wrong expression ‘ 70×160 ’. 9.4% of children wrote the bigger park’s name ‘East Park’, and nothing about the way to find it. 2.0% of children wrote correct expressions and mistook calculating. 3.5% of children wrote nothing. 27

  27. features of the Math testⅡ Ⅱ. Some of the type B Items ask children to express their way of thinking by using sentences and mathematical expression. At this test, our institute develop the criteria for classification to mark the answer, and private company mark each answer. 28

  28. The assessment enables teachers, administrators and researchers who are involved in education to get a lot of important useful information. It involves enormous cost to carry out the nationwide assessment. Therefore, it needs to make effective use of results and items itself to improve mathematics instruction.

  29. Thank you 30

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