Assessment in mathematics: a study on teachers’ practices in times of pandemic

Abstract

Lockdowns imposed by many countries on their populations at the beginning of the COVID-19 crisis forced teachers to adapt quickly and without adequate preparation to distance teaching. In this paper, we focus on one of the most formidable challenges that teachers faced during the lockdowns and even in the post-lockdown emergency period, namely, developing assessment that maintains the pedagogical continuity that educational institutions typically require. Based on the results of a previous study, focused on the analysis of answers to an open-ended questionnaire administered to a population of 700 teachers from France, Germany, Israel and Italy, a semi-structured interview series was designed and implemented by the authors of this paper with a small group of teachers. The transcripts of these interviews were analysed according to the interpretative phenomenological analysis methodology, with the aim of investigating teachers’ own perspectives on the following: (a) the difficulties with which they had to contend, with respect to the question of assessment; (b) the techniques adopted to deal with these difficulties; and (c) the ways in which the lockdown experience could affect the future evolution of teachers’ assessment practices. This analysis supported us in formulating hypotheses concerning the possible long-term effects of lockdown on modes of assessment in mathematics.

The unified state examination in mathematics in urban and rural schools: The impact of the 2020-2021 pandemic

“…Central to this study is the exploration of multifaceted themes such as the objectivity and complexity of assessments, the technical and transparent nature of assessment procedures, and the harmonization of standard and non-standard evaluative criteria. Cusi et al (2023) address the development of mathematics assessments within the framework of ensuring pedagogical continuity. The study underscores the growing necessity for teachers to possess evaluative and qualimetric competencies, enabling them to conduct pedagogical assessments effectively and make informed decisions regarding student learning activities.…”

“…By consolidating mathematical analyses of achievement trends with cross-sectional survey perspectives, the study aims to develop a nuanced, contextualized understanding of how this high-stakes mathematics assessment and Russian mathematical education overall is being shaped by the enduring pandemic constraints. Findings can in turn inform pedagogical practices and strategic decisions related to supporting learning continuity and student success across diverse settings both presently and in future crisis situations (Cusi et al, 2023;Saadati et al, 2021).…”

Will we ever teach mathematics again in the way we used to before the pandemic?

“…Cusi et al ( 2022 ) (in this issue) focussed on developing assessment schemes that maintain the pedagogical continuity that educational institutions typically require, during the lockdowns and even in the post-lockdown emergency period. They investigated teachers’ perspectives on the assessment difficulties with which they had to contend, the techniques adopted to deal with these difficulties, and the ways in which the lockdown experience could affect the future evolution of teachers’ assessment practices.…”

“…Sangwin (2012) described the development of STACK, an advanced general computer assessment system for mathematics, with an emphasis on formative assessment, which allowed students to enter mathematical solutions in the form of algebraic expressions, as opposed to the more common use of automatically generated multiple-choice questions. Cusi et al (2022) (in this issue) focussed on developing assessment schemes that maintain the pedagogical continuity that educational institutions typically require, during the lockdowns and even in the post-lockdown emergency period. They investigated teachers' perspectives on the assessment difficulties with which they had to contend, the techniques adopted to deal with these difficulties, and the ways in which the lockdown experience could affect the future evolution of teachers' assessment practices.…”

Asesmen Pembelajaran Matematika di SMP Negeri 2 Tondano pada Masa Pandemi Covid-19

“…TIK merupakan komponen penting yang dapat membantu dalam proses tersebut. (Cusi et al, 2023) juga mengungkapkan bahwa "Computerized advancements could assume a vital part in supporting the enactment of these methodologies. Particularly, fundamental aspects of formative assessment could be supported by means of digital technologies".…”