How Much Do They Know about 3D Objects: Using Authentic Assessment to Inform Teaching Practice

Rebecca Seah; Marj Horne

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Chapter 11 How Much Do They Know about 3D Objects

Using Authentic Assessment to Inform Teaching Practice

于Authentic Assessment and Evaluation Approaches and Practices in a Digital Era

著者：

Rebecca Seah

Rebecca Seah
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Marj Horne

Marj Horne
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类型:: 章节

Page Range:: 240–261

DOI:: https://doi.org/10.1163/9789004501577_011

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Abstract

Although geometric reasoning is recognised as a key component for promoting STEM disciplines, very little research has been done on its promotion in middle years in Australia. There have been few studies on how to teach students to reason about three-dimensional (3D) objects. Fanned by a need to ensure authentic achievement, assessment for learning has been the centre of much research effort. It is characterised by using evidence-based data to inform teaching and learning. This chapter presents a geometric thinking model, consisting of visualisation, representation, and language and discourse as key to supporting geometric reasoning. A total of 775 Year 4 to 10 students completed a task based on reasoning about 3D objects. Analysis of results show that the thinking model can assist in identifying student knowledge and help shape learning goals that support reasoning.

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Authentic Assessment and Evaluation Approaches and Practices in a Digital Era

A Kaleidoscope of Perspectives

丛编： Global Education in the 21st Century, 卷： 5

Cover Authentic Assessment and Evaluation Approaches and Practices in a Digital Era

ISBN:: 9789004501577

出版社:: Brill

印刷出版日期:: 26 Aug 2021

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Chapter 11 How Much Do They Know about 3D Objects

Using Authentic Assessment to Inform Teaching Practice

Abstract

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Authentic Assessment and Evaluation Approaches and Practices in a Digital Era

A Kaleidoscope of Perspectives

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