Mathematics Teachers' Self-Reported Practices of Formative Assessments in Teaching Mathematics Online

Abstract

The current study examined the mathematics teachers' awareness toward and practices of different forms of assessments (of, for, and as learning) in teaching mathematics online during the pandemic. A cross-sectional online survey design was applied among 450 high school mathematics teachers in Nepal. Mean, standard deviation, Mann-Whitney and Kruskal Wallis tests, and structural equation modeling (SEM) were major statistical techniques used in the research. The findings of the study indicated that the level of formative assessment practices in mathematics teaching was found to be high during online classes. Age, gender, teaching experience, time for online classes, and mode of the online learning environment (OLE) are determinant factors associated with the assessment component and strategy, assessment of learning, for learning, and as learning. Assessment strategy and its components are significant predictors of the assessment for and as learning, whereas the assessment component is a significant predictor of the assessment of learning.

Learners’ Expectations towards Virtual Learning and its Effect on Mathematics Performance

“…The results of this research also corroborate the findings drawn by Adhikari et al (2020). This finding shows that Nepali students are still struggling for the access to the Internet rather than expecting a more collaborative learning environment, automated support system and flexible online learning environment (Adhikari et al, 2023;Pangarso & Setyorini, 2023). Additionally, technical support, digital awareness of parents (Ayadat et al, 2021;Khanal et al, 2021a), and separate rooms at home are also major issues of online learning (Ferri et al, 2020), which are also in favor of the results of our findings.…”