Teaching Philosophy & Belief of Assessment

As an advocate of teaching and learning mathematics virtually, I always believe that the conventional "marker and whiteboard" approach should be in tandem with the modern instructional approach. I have faced zillions of conundrum in delivering and imparting the theory and method in mathematics effectively when the single approach is being used. The students were being assessed by the handwritten assignments and online quizzes via e-learning and Socrates platform. They might score well in the assessment, but the impact towards them is still questionable. 

As I am still green in this field, my approach is still open for further improvements. 

I have to admit that 88% of my students are older than me. One of my students last semester was a senior citizen aged about 60 years old. At first, I tried the conventional ways in showing the step by steps solutions for a specific problem in calculus. Then, I gave my students the online videos on the concept to be digested before any classes. He found that both approaches were effective and he managed to score A- for Calculus. 

After attending the P&P courses, I learned a new student-centered approach to revamp my hybrid approach to flourish in my teaching and learning. I hope my students should be able to communicate mathematically and be able to uncover the applications beyond the classroom theory. 

Assessment is an ultimate performance metric to measure the effectiveness of the teaching and learning processes. From the perspective of the OBE, the continuous assessment also plays an integral role where critical thinking, reasoning, reflections, and actions can be inculcated in learning sessions. This approach focuses on the students, where the continuous assessments ensure that the learner is responsible for their own progress. In PPPJJ, we applied a comprehensive continuous assessment, being conducted during the intensive course. In addition, the assessments in the form of quizzes, assignments and video making tasks are being practiced supporting that central continuous assessment. The assessment might be time-consuming for us to prepare the materials and monitor the progress; however, the impact will be fruitful where students are not only being assessed the content but also the creativity as well. In fact, the correspondent and online learning such as micro-credentials also utilized the DNA of the continuous assessment in progressing the topics and to get the badge.