Practices, Challenges and Perceived Influence of Classroom Assessment on Mathematics Instruction

Buabeng, Isaac; Atingane, Amoah Barnabas; Amoako, Isaac Oduro

doi:10.21449/ijate.616617

Cited by 6 publications

(5 citation statements)

References 6 publications

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“…Similarly, most common challenges in classroom assessment included: Some of the students habitually remaining absent on test day; Some of the students showing less interest in assessment tasks; Response of the parents on assessment tests and its results is poor; The school do not have adequate materials for the conduct of assessment tasks; The school does not have adequate materials for the conduct of assessment tasks; The administration of my school does not provide sufficient guidance on assessment; I need extensive professional training in assessment. These results are similar to the findings of previous research in a similar area [27]- [30].…”

Section: Inferential Statssupporting

confidence: 92%

Exploring the challenges in classroom assessment: A mixed-method study of secondary schools in Pakistan

Shah,

Butt,

Saleem

et al. 2023

IJERE

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In the process of classroom assessment, data is collected regarding the skills, understanding and knowledge of students. It has very important role in enhancing academic achievement of students. Present study was designed at exploring the challenges of classroom assessment. The sample of study contained a sample of 360 participants and a concurrent mixed-method design was deployed to conduct the research. Data collection was carried out using researchers’ self-developed questionnaire. The collected data was analyzed using statistical software of SPSS version 24.0 for descriptive and inferential stats. For collection and analyses of qualitative data, classroom observation and semi-structured interviews were also conducted. The study explored those major challenges included lack of interest of both, the parents and the students; insufficient guidance on the assessment by school administration; and less or no provision of professional training in assessment to the teachers. It was recommended that the school administration should take appropriate steps for the involvement of all stakeholders. Extensive professional training should be provided to all the teachers on regular basis by the concerned departments.

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Section: Inferential Statssupporting

confidence: 92%

Exploring the challenges in classroom assessment: A mixed-method study of secondary schools in Pakistan

Shah,

Butt,

Saleem

et al. 2023

IJERE

View full text Add to dashboard Cite

show abstract

“…Moreover, it was found that delayed marking and returning of assessment tasks, less or no motivation for better performance, and lack of contact with parents were the major issues in feedback on classroom assessment at FGEIs. These results are in contradiction with those of [32]- [37]. It indicated that teachers in FGEIs did not take interest in classroom assessment and their performance was not found up to the desired level.…”

Section: Inferential Analysiscontrasting

confidence: 88%

Assessing feedback practices in classroom assessment at federal government educational institutions of Lahore, Pakistan

Shah

Habib

2022

IJERE

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This study aimed at investigating current feedback practices in classroom assessment. A sample of 300 participants including 150 teachers and 150 students each was selected using a stratified random sampling technique. Under the positivist paradigm, a survey method was deployed to conduct the research. In this study, a self-developed questionnaire comprising 20 items was used for data collection from the participants. The collected data was analyzed using SPSS (24.0). Frequencies and percentages were calculated in descriptive stats, whereas an independent sample t-test was used to verify research hypotheses. The study explored that class tests, class exercises, homework, and trial work during lessons were the most commonly used assessment tools whereas essay-type questions, and multiple-type questions were the most commonly used assessment formats. Moreover, it was found that delayed marking and returning of assessment tasks, less or no motivation for better performance, and lack of contact with parents were the major issues in feedback on classroom assessment at Federal Government Educational Institutions (FGEIs). The study recommended that the workload of teachers should be reduced so that they may have sufficient time to design and evaluate assessment tasks. Professional training on assessment on regular basis may be arranged for the faculty. A comprehensive plan of classroom assessment may be proposed by school principals along with a defined syllabus and be timely communicated the same to all stakeholders. An effective mechanism of monitoring to assess classroom assessment feedback practices may also be established.

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“…Another prevalent theme among mathematics teachers is the presence of challenges and resistance towards adopting ipsative assessment (Buabeng, Atingane, & Amoako, 2019). Some individuals may perceive this approach as unfamiliar or divergent from traditional evaluation methods, leading to skepticism about its effectiveness or relevance in educational settings (Pang-an et al, 2022).…”

Section: Resistance To Changementioning

confidence: 99%

Optimizing Ipsative Assessment in the Philippines: A Narrative Review on the Experiences of Mathematics Teachers

Luzano

2024

Div Journ

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As education systems evolve globally, there is a demand for innovative assessment methods that align with modern classrooms. Ipsative assessment, focusing on personal growth over peer comparisons, is increasingly favored. However, there is inadequate evidence regarding its efficacy in mathematics education, particularly in developing countries such as the Philippines. This study utilized a narrative literature review to explore the ipsative assessment experiences of Mathematics teachers in the Philippines. Findings revealed two (2) emerging perceptions and responses to Ipsative Assessment in Mathematics Education, such as (1) Attitudes Towards Self-Reflection and Growth and (2) Impact on Teaching Practices and Student Learning. Four (4) themes emerged for the challenges in implementing Ipsative Assessment; namely: (1) Shift in Assessment Paradigms; (2) Challenges in Data Interpretation and Feedback; (3) Resistance to Change; and (4) Challenges on Integration into Curriculum and Pedagogy. As to the contributions of Ipsative Assessment to improving teaching practices and student learning outcomes, three (3) themes surfaced, such as, (1) Enhanced Self-Awareness and Reflective Capacity; (2) Personalized Instruction and Differentiation; and (3) Data-Driven Decision-Making and Continuous Improvement. It is recommended that through targeted interventions, capacity-building initiatives, and collaborative efforts, mathematics educators are now empowered to leverage ipsative assessment as a powerful tool for enhancing their teaching practices and fostering student success in mathematics education in the Philippines.

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Practices, Challenges and Perceived Influence of Classroom Assessment on Mathematics Instruction

Cited by 6 publications

References 6 publications

Exploring the challenges in classroom assessment: A mixed-method study of secondary schools in Pakistan

Exploring the challenges in classroom assessment: A mixed-method study of secondary schools in Pakistan

Assessing feedback practices in classroom assessment at federal government educational institutions of Lahore, Pakistan

Optimizing Ipsative Assessment in the Philippines: A Narrative Review on the Experiences of Mathematics Teachers

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