The research presented in this article is a systematic review of the literature on the assessment of mathematical modeling in the setting of mathematics education published in the previous five years. This research has compiled the current best information from around the world to offer an overview of the assessment of mathematical modeling for pre-service mathematics teachers or mathematics teachers. We followed the approach used in Joklitschke et al. ( 2021), which involved 10 steps in systematic literature review (SLR). We accessed using Web of Science (WoS), Scopus, and mathematics education journals that are ranked 1-10. Based on a full-text analysis of 18 peerreviewed papers published in English, most of the research was conducted among pre-service mathematics teacher and most of the studies were conducted in Turkey, United States, and Germany. The future trends and opportunities were also discussed. We also found that most test types employed for measuring modeling competency were project, cognitive dimension, holistic approach, and the tests utilized more qualitative approach.
The use of Likert scale items for measuring teachers' beliefs quantitatively is criticized. In this study, two quantitative methods to measure teachers' beliefs, a Likert scale instrument as well as a new instrument employing rank-then-rate items, are each compared with a qualitative approach at obtaining beliefs, i.e. interviews along with observations. In the first comparison, teachers' responses to the Likert scale instrument seem to not fit the beliefs interpreted from the qualitative approach, particularly regarding beliefs about teaching and learning. Further analyses show that a tendency to respond according to social desirability as well as unspecific teaching contexts seem to be responsible for these inconsistencies. In the second comparison, since the rankthen-rate instrument also takes students' abilities as a teaching context into account, we observed a better fit between teachers' responses to the instrument and the qualitative approach. The results of both comparisons indicate the importance of considering teaching contexts as well as alternatives to Likert scale items because of social desirability in order to have a better prediction about teachers' beliefs.
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