Assessment Practices in Mathematics Courses: Towards Dialectical Positioning

Acharya, Bed Raj

doi:10.3126/ire.v4i2.27932

Cited by 5 publications

(7 citation statements)

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“…Mc Tighe & Ferrara (2000) stated that by having access at the start of the lesson, students become assessment partners with the teacher. According to Acharya (2019), assessment has a significant role in improving educational standards in terms of instruction, understanding, and attainment of educational purposes set by the curriculum. Assessment results are applicable to determine the success or failure of teachers and schools.…”

Section: How Did I Contextualize Curiosity Of My Research Issue?mentioning

confidence: 99%

A Researcher's Journey: An Experience of a Researcher in Masters of Philosophy in Mathematics Education

Bhattarai¹

2023

ijmcr

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This paper focuses on my study of a narrative research inquiry and interpretative paradigm under a qualitative research approach of in-service secondary level mathematics teachers in Kavrepalanchok district in Nepal. This article reveals my perspective as a researcher by articulating my research agenda during an academic journey in my degree of Master of Philosophy in Mathematics Education at Nepal Open University. My research was entitled " Assessment in Secondary Level Mathematics: A Narrative Inquiry" and submitted to NOU to acquire the degree. This paper explores my study, explaining about learning of mathematics and assessment experience in various academic environments from secondary level to university education as a mathematics student, teacher, and teacher educator. Similarly, I proceed by describing the source of my motivation for my study, as well as how I became interested in pursuing assessment-related research in mathematics. Furthermore, in the paper, I explain the context of my study, the rationale for the study, the purposes of the study, and the research questions. Moreover, in this article, I explore discussions on my research journey, research agenda, and formulation of questions, theoretical referents, and methodological map of the research. Finally, I will complete the journey with discussion and conclusion of my study.

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Section: How Did I Contextualize Curiosity Of My Research Issue?mentioning

confidence: 99%

A Researcher's Journey: An Experience of a Researcher in Masters of Philosophy in Mathematics Education

Bhattarai¹

2023

ijmcr

View full text Add to dashboard Cite

This paper focuses on my study of a narrative research inquiry and interpretative paradigm under a qualitative research approach of in-service secondary level mathematics teachers in Kavrepalanchok district in Nepal. This article reveals my perspective as a researcher by articulating my research agenda during an academic journey in my degree of Master of Philosophy in Mathematics Education at Nepal Open University. My research was entitled " Assessment in Secondary Level Mathematics: A Narrative Inquiry" and submitted to NOU to acquire the degree. This paper explores my study, explaining about learning of mathematics and assessment experience in various academic environments from secondary level to university education as a mathematics student, teacher, and teacher educator. Similarly, I proceed by describing the source of my motivation for my study, as well as how I became interested in pursuing assessment-related research in mathematics. Furthermore, in the paper, I explain the context of my study, the rationale for the study, the purposes of the study, and the research questions. Moreover, in this article, I explore discussions on my research journey, research agenda, and formulation of questions, theoretical referents, and methodological map of the research. Finally, I will complete the journey with discussion and conclusion of my study.

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“…Classroom behavior self-assessment tools can be supportive to the teachers to understand students' learning readiness and learner types to design each lesson for everyday instruction and guide students for their learning promotion (Kunwar et al, 2021). For the better performance of students, we can generally use formative assessments such as project work, classwork, unit test, remedial support, field visit group discussion, which are the key to the semester system (Acharya, 2019;Dahal, 2019). The improvement of students' mathematical communication skills and self-confidence is necessary, which can be achieved through the teaching-learning model of think pair and share (L et al, 2021).…”

Section: Alternative Assessment a Way As Semester Systemmentioning

confidence: 99%

Teaching-learning practices of mathematics in semester system: A case study of Tribhuvan University, Nepal

Acharya

Mani

Acharya

et al. 2023

Journal of Mathematics and Science Teacher

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This study explores the practice of mathematics teaching and learning in the semester system in Nepal. Three teachers and six students of Master of Education from the Faculty of Education, Tribhuvan University (TU) were selected purposively for the interview. In addition, 21 students were also selected for focused group discussion (FGD), and classroom observation and FGD were used to collect information from the participants in the study. Thematic analysis is used in the study. It is concluded that the semester system at TU, Central Department of Education, particularly in mathematics, has a radical shift in pedagogical practices. There is the provision of supportive internal and external evaluation systems to promote multiple skills and knowledge in mathematics or the holistic development of learners. The assessments were to encourage and motivate the students in learning. The study supported to enhance the weakness of teaching-learning activities in the semester system. It is the supportive document for effective teaching-learning in the semester system for Nepal.

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“…Perspectives on mathematics knowledge are equally crucial for the construction of concept-based mathematics instruction. Mathematics teachers, on the other hand, are textbook-oriented, and the majority of them do not even use the national curriculum when teaching mathematics (Acharya, 2019). Some of the influential factors that directly or indirectly affect the process of learning mathematics include the nature of mathematics knowledge, the old classroom structure, the chalk and talk method of teaching, teachers' lack of knowledge of culturally friendly pedagogy, and teachers delivering content in their own way without conceptualizing its relevance to the students' cultural realities.…”

Section: Negligence To the Diversity Among Studentsmentioning

confidence: 99%

“…Because they do not immediately reflect the student's understanding, paper pencil assessments are insufficient to assess all students' capacity to learn mathematics. Current school assessment methods do not take into consideration the motivations and needs of students from different aspects (Acharya, 2019). The assessment must look at the students' thinking skills, with the goal of discovering their natural ability to learn.…”

Section: Focus On Summative Assessment and Paper-pencil Testsmentioning

confidence: 99%

“…They need to develop this understanding through an integrated approach to education and evaluation so that they achieve a successful outcome. Acharya (2019) stated that assessment is the process of determining the educational status of students, their performance, and the overall success of programs by making judgement of students and efficacy based on a variety of sources of information. Assessment on talents, knowledge, capacities, attitudes, skills as construction has proven to be a Yubaraj Bhattarai, IJMCR Volume 10 Issue 12 December 2022 challenging work.…”

Section: Introduction Of Assessmentmentioning

confidence: 99%

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Teachers' Perceptions of Assessment in Mathematics as Students at Secondary Level

Bhattarai¹

2022

ijmcr

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This paper focuses on my study of a narrative research inquiry and interpretative paradigm under a qualitative research approach of in-service secondary level mathematics teacher of Kavrepalanchok district in Nepal based on my research. The study included five in-service teachers from the district chosen using a purposive sampling strategy. As a data collection strategy, I conducted in-depth interviews utilizing interview guidelines to elicit the narrative stories of response participants. I used qualitative data analysis methods to transcribe the participants' shared tales in order to generate themes. I gained the insight that absolutism and positivistic notions of mathematics education had influenced assessment practices in Nepal fifteen years ago from 2005 AD to 2020 AD. At the time, constructionist education for creating mathematical knowledge through assessment was uncommon. To enable mathematical learning, the students had fewer possibilities for competition-based learning, engagement, communication, and teamwork. Furthermore, the curriculum design of secondary level mathematics at that time was exclusive to focus on students' need, interests, and individual learning capacities Instead, math teachers took mathematics as a subject for gifted children and did not focus enough attention on individualized education for low-performing students. Students learned mathematics designed with a disengaged curriculum, non-participatory teaching, and insufficient evaluation using technology. Mathematics teachers did not frequently choose to develop a questioning environment in the classroom as part of the students' assessment. By focusing on summative assessment and paper pencil tests as a typical assessment approach, teachers overlooked student variety. Students lacked motivation, feedback, and encouragement from teachers when it came to assessment, which resulted in poor academic performance. Because the mathematics textbooks were published in English, students frequently had issues with the medium of instruction, particularly at the plus two (+2) level or equivalent to the intermediate level.

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Assessment Practices in Mathematics Courses: Towards Dialectical Positioning

Cited by 5 publications

References 0 publications

A Researcher's Journey: An Experience of a Researcher in Masters of Philosophy in Mathematics Education

A Researcher's Journey: An Experience of a Researcher in Masters of Philosophy in Mathematics Education

Teaching-learning practices of mathematics in semester system: A case study of Tribhuvan University, Nepal

Teachers' Perceptions of Assessment in Mathematics as Students at Secondary Level

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