How and why secondary mathematics teachers assessed the way they did

© 2013 Dr. Rohani MohamadThis study investigates how and why secondary mathematics teachers assessed their students in the ways they did. Four teachers of diverse experiences and different working contexts participated in the study. Their practices of, and justifications for, conducting assessments were explored. Additionally, the study examines whether the teachers’ assessment practices were aligned with their beliefs and efficacies. The data for this study were gathered through interviews, observations, artefacts, and six questionnaires. Situated within an interpretive framework, on-going data analyses throughout data collection were conducted. The study utilised an assessment framework made up of three facets; purposes, targets, and strategies of assessments. The findings provided insights about (a) the teachers’ perspectives regarding why, what, and how they implemented their assessment practices; (b) their justifications for conducting or rejecting these practices; and (c) the roles of teachers’ beliefs and efficacies in their assessment practices. The findings comprise the teachers’ explanations as to when and why they; ignored the expected assessment practices, ignored but somewhat replaced the expected practices with other attempts, complied minimally in order to fulfil the expectations, or complied to the expected assessment practices. The findings inform teachers, teacher educators, and policy-makers about how teachers might perceive assessment alternatives and the applicability of conducting them within school context. Practical implications of the findings will allow professional development programs to facilitate ongoing enhancement of teachers’ assessment practices; particularly in assessing higher-order mathematical thinking. In addition, there are areas in the assessment guidelines and policies that schools, or school system, could further refine to improve the effectiveness of assessment practices. Finally, the findings suggest areas for further research, such as expanding the investigation of teachers’ beliefs about, and efficacies in relation to, assessment practices, exploring supports that could be offered to teachers in different contexts regarding their assessment practices, and examining different stakeholders’ views about the roles of assessments in improving the quality of mathematics education