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Performance Assessment of the Calculus Students by Using Scoring Rubrics in Composition and Inverse Function |
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PP: 1037-1049 |
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doi:10.18576/amis/180511
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Author(s) |
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Nawal H. Shirawia,
Aida B. Qasimi,
Mohammad A. Tashtoush,
Noha M. Rasheed,
Mohamad A. S. Khasawneh,
Emad A. Az-Zo’bi,
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Abstract |
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| Performance assessment is a valuable method of evaluating students’ understanding and abilities in educational settings. It involves measuring what students know and can do by having them demonstrate their skills, knowledge, and competencies through various tasks, projects, or activities. Performance assessments are designed to assess a student’s ability to apply their knowledge and skills in real-world contexts, moving beyond simple memorization or regurgitation of facts. This study aimed to assess the performance of Calculus students for some mathematical tasks, the procedures they follow in Composition Functions and finding an inverse function, and to determine the interpretation of these procedures. The study used case study approach; the sample consisted of three students whom were enrolled in the Calculus course during the spring semester 2021/2022. The students were exposed to a quiz in which their performance was assess by using two scoring rubrics (holistic and analytical), to determinations individual interviews were conducted with them that were analyzed and discussed, behind their failure to complete some parts of solving the quiz and their failure to verify their solution. The results of the study showed that the analytical rubric is the best than of the holistic rubric; the study recommended that students should pay attention to the interpretation of their procedures when performing mathematical tasks, invite teachers to use scoring rubrics to assessment the performance of their students.
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