Developing a two-prong cognitive diagnostic assessment model (CDAM) for rimary mathematics learning.
With the latest shift to school-based assessment [SBA), school teachers are assigned a bigger role in designing appropriate assessments and making decision about pupils' learning. However, anecdotal evidence from teachers complementing the new curriculum suggested that these teachers need more...
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| Format: | Monograph |
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Universiti Sains Malaysia
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| Online Access: | http://eprints.usm.my/32556/ |
| _version_ | 1848876842857005056 |
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| author | Chew , Cheng Meng |
| author_facet | Chew , Cheng Meng |
| author_sort | Chew , Cheng Meng |
| building | USM Institutional Repository |
| collection | Online Access |
| description | With the latest shift to school-based assessment [SBA), school teachers are assigned a bigger role in designing appropriate assessments and making decision about pupils' learning. However, anecdotal evidence from teachers complementing the new curriculum suggested that these teachers need more support, particularly in mastering school based assessment, active learning pedagogy and the promotion of higher-order thinking skills. |
| first_indexed | 2025-11-15T17:05:59Z |
| format | Monograph |
| id | usm-32556 |
| institution | Universiti Sains Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-15T17:05:59Z |
| publisher | Universiti Sains Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | usm-325562017-09-06T04:21:46Z http://eprints.usm.my/32556/ Developing a two-prong cognitive diagnostic assessment model (CDAM) for rimary mathematics learning. Chew , Cheng Meng L7-991 Education (General) With the latest shift to school-based assessment [SBA), school teachers are assigned a bigger role in designing appropriate assessments and making decision about pupils' learning. However, anecdotal evidence from teachers complementing the new curriculum suggested that these teachers need more support, particularly in mastering school based assessment, active learning pedagogy and the promotion of higher-order thinking skills. Universiti Sains Malaysia Monograph NonPeerReviewed Chew , Cheng Meng Developing a two-prong cognitive diagnostic assessment model (CDAM) for rimary mathematics learning. Project Report. Universiti Sains Malaysia. (Submitted) |
| spellingShingle | L7-991 Education (General) Chew , Cheng Meng Developing a two-prong cognitive diagnostic assessment model (CDAM) for rimary mathematics learning. |
| title | Developing a two-prong cognitive diagnostic assessment model (CDAM) for rimary mathematics learning.
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| title_full | Developing a two-prong cognitive diagnostic assessment model (CDAM) for rimary mathematics learning.
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| title_fullStr | Developing a two-prong cognitive diagnostic assessment model (CDAM) for rimary mathematics learning.
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| title_full_unstemmed | Developing a two-prong cognitive diagnostic assessment model (CDAM) for rimary mathematics learning.
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| title_short | Developing a two-prong cognitive diagnostic assessment model (CDAM) for rimary mathematics learning.
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| title_sort | developing a two-prong cognitive diagnostic assessment model (cdam) for rimary mathematics learning. |
| topic | L7-991 Education (General) |
| url | http://eprints.usm.my/32556/ |