Classroom Assessment Thoughts, Skills, and Practices of Secondary School Mathematics Teachers: An In-Depth Analysis
Jerry Dimla Cruz
Department of Education, SDO Meycauayan City, Bulacan, Philippines
ABSTRACT
The study sought to identify and evaluate the classroom assessment thoughts, practices, and skills of secondary mathematics teachers in Bulacan. The study revealed that there are no significant relationships between teachers’ thoughts of classroom assessments and practices, and classroom assessment practices and skills. However, there is significant relationship between teachers’ thoughts of classroom assessments and skills. There are no significant differences between the teachers’ thoughts of classroom assessments and their age, educational attainment, teaching experience, number of years in teaching mathematics and in-service training. There is a significant relationship between the teachers’ thoughts of classroom assessment and their classroom assessment skills. In the light of the findings, the researcher recommends that: Secondary mathematics teachers should adopt varied and innovative ways of assessing students’ learning in mathematics. School administrators should ensure that all teachers with appropriate certificates must take more training courses in assessment to improve their skills and use of desirable classroom assessment practices. Further research may focus on the relationship between mathematics teachers’ assessment skills and thoughts, practices and skills, and thoughts and practices.
KEYWORDS: Classroom assessment, mathematics teachers, in-depth analysis
HOW TO CITE:
Cruz, J. D. (2023). Classroom Assessment Thoughts, Skills, and Practices of Secondary School Mathematics Teachers: An In-Depth Analysis. Universal Journal of Educational Research, 2(2), 184-190.
BIBLIOGRAPHY
Alkharusi, H. (2008). Effects of Classroom Assessment Practices on Students’ Achievement Goals. Educational Assessment. Taylor & francis Group, LLC.
Ampiah, J.G., Hart, K., Bkhata, B., & Nyirenda, D.M.C. (2003). Teachers’ Guide to Numeracy Assessment Instrument. (DfID-Funded Research Project Report). Nottingham: University of Nottingham.
Borais, D.B. (2006). Portfolio Assessment in Mathematics IV: An Analysis. Unpublished Dissertation. Bicol University, Legaspi City.
Cathcart, W.G., Pothier, Y.M., Vance, J.H., & Bezuk, N.S. (2001). Learning Mathematics in Elementary and Middle Schools. Columbus: Merrill Prentice Hall.
Chester, C., & Quilter, S.M. (2000). In-service Teachers’ Perceptions of Educational Assessment. Journal for Research in Mathematics Education, 33(2), 210 – 236.
Chester, C., & Quilter, S.M. (2000). In-service Teachers’ Perceptions of Educational Assessment. Journal for Research in Mathematics Education, 33(2), 210 – 236.
Dumalo, D.J.O. (2010). Assessment of Teaching Strategies in Mathematics of Grade Two Teachers in Payatas A Elementary School. [Unpublished master’s Thesis. University of Rizal System, Rodriguez, Rizal]
Gronlund, N.E. (2006). Assessment of Students’ Achievement. (8th Ed.) Boston: Pearson.
Koloi-Keaikitse, S. (2012). Classroom Assessment Practices: A Survey of Botswana’s Primary and Secondary Shool Teachers. Teachers College, Botswana, South Africa.
McMillan, J. M., Myran, S., & Workman, D. (2002). Elementary Teachers' Classroom Assessment and Grading Practices. Journal of Educational research, 95, pp. 203 – 213.
McMillan, J.H., & Schumacher, S.S. (2000). Research in Education: A Conceptual Introduction. New York: Longman.
National Council of Teachers of Mathematics (2000). Principles and Standards for School Mathematics. Reston:Virginia.
Roberts, F. J. (2000). Mathematics in the 21st Century Learners. Unpublished Journal. New Time Agent. Open University Press.5.
Stiggins, R.J. (2002). Where is our Assessment Future and How can we get there from here? In R.W. Lissitz and W.D. Schafer (Eds.). Assessment in Educational Reform: Both Means and ends (112 – 125). Boston: Allyn and Bacon.
Van de Walle, J.A. (2001). Elementary and Middle School Mathematics. New York: Longman.
Plagiarism scanned by
UJER is open access and always free
