SECONDARY SCHOOL TEACHERS’ USE OF CLASSROOM LEVEL ASSESSMENT TECHNIQUES IN MATHEMATICS

Keywords: Classroom Level Assessment, informal assessment, mathematics teaching, teacher training, assessment practices

Abstract

Assessment is the essential part in the teaching learning process. The study explores the mathematics teachers’ assessment techniques at secondary level in the province of Khyber Pakhtoonkhwa, Pakistan. Survey research was conducted in which a five point Likert scale questionnaire was used for data collection from the target population. The questionnaire was validated through research experts and reliability coefficient of the questionnaire was 0.80. After validity and reliability of the questionnaire, 681 mathematics teachers were surveyed through multistage cluster sampling method. In these, 16 teachers were from urban areas and 465 were from rural areas. Findings of the study show that mathematics teachers did not use informal assessment techniques such as observation in the classroom. Projects, peer review and classroom presentation were also not in practice for the assessment of students in teaching of mathematics. Mostly mathematics teachers assessed their students through conventional teacher made test and review of homework. The lack of using multiple techniques in mathematics classroom is probably referred to insufficient training of teachers regarding use of various techniques for students’ assessment, overloaded classrooms and workload of teachers.

Author Biographies

Javed Mustafa

Assistant Professor, Department of Education and Research, Khushal Khan Khattak University, KPK, Pakistan.

Muhammad Athar Hussain

Assistant Professor, Department of Early Childhood Education and Elementary Teacher Education, Allama Iqbal Open University, Islamabad.

Shafqat ullah

PhD Scholar, Qurtaba University of Science & IT, Peshawar.

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