Mathematics Teachers' Beliefs and Practices in Classroom Assessment

Abstract

INTRODUCTION

Assessment is the process of gathering and interpreting data to make judgments on students' performance. It is a crucial link between learning outcomes, content and teaching, and learning activities. The main purpose of it is to improve learning, inform teaching, help students achieve the highest standards and provide meaningful reports on students' achievement. However, teachers struggle as they try to improve their assessment practices and make assessment decisions because of the tension on teachers' beliefs about assessments. That is why in this study it is focused on the Mathematics teachers' beliefs and practices on classroom assessment.

METHODS

The descriptive-correlational method was employed in the conduct of the study. The respondents were secondary school mathematics teachers who were selected through complete enumeration and some selected students under their supervision who were selected through stratified random sampling. In gathering data, the survey questionnaire was used. The statistical tools used were frequency count, percentage, weighted mean, Chi-square test of independence and Pearson product-moment coefficient of correlation.

RESULTS

In terms of Mathematics teachers' beliefs in classroom assessment data revealed that Mathematics teachers strongly believe in assessment to determine how much students have learned from teaching. In terms of the Mathematics teachers' practices in classroom assessment, data revealed that the most frequently used assessment practices of the Mathematics teachers in terms of their belief were discourse and recitation according to teachers' respondents and discourse according to students' respondents. It indicates that the most frequently used types of assessments of Mathematics teachers are traditional assessment.

DISCUSSIONS

It is recommended that Mathematics teachers with higher belief on assessment are encouraged to continue inspiring and guiding other Mathematics teachers with little belief in assessment. Moreover, they are highly encouraged to employ other assessment practices most especially the alternative assessments in assessing teaching and learning to cater to the needs of students. Furthermore, mathematics teachers who utilized varied assessment practices are encouraged to continuously employ diversified assessment practices that will clearly assess students' learning and achievement in mathematics.