Classroom Assessment Literacy Levels of Mathematics Teachers in Ghanaian Senior High Schools

Abstract

The mathematics teacher's ability to assess and integrate assessment data into instructions is a function of their assessment literacy. While the teacher's assessment literacy level is a determinant of quality of mathematics education delivery, research in the domain is limited. The study employed a descriptive survey design to explore perceived levels of assessment literacy of mathematics teachers in implementing classroom assessment within the school based assessment framework. A 35-item classroom assessment inventory was adopted, modified and administered to a purposive sample of 96 mathematics teachers from eleven Senior High Schools in Ghana. Seven other items were included to further collect data on their self-efficacy beliefs about their assessment literacy. Data were analyzed using descriptive statistics, Mann Whitney U test and correlation analysis. The result shows that majority of the participants did not attain the required assessment literacy standards for quality assessment in mathematics classroom. Moreover, there was a mismatch between participants' assessment literacy and their selfefficacy beliefs in assessment in mathematics education even when gender and teacher experience were controlled. The study recommends that institutions training mathematics teachers or providing professional development should accentuate assessment literacy development to ensure standard assessment practices and quality instruction in mathematics at senior high schools. The assessment inventory used in this study could be adapted for use in college of education in Ghana to measure mathematics teachers' literacies in assessing students.

Literacidad evaluativa. Un diagnóstico en docentes de educación básica de México

“…Esto quiere decir que los docentes señalan contar con los conocimientos y habilidades adecuados para realizar los procesos de evaluación en el aula. Los anteriores resultados difieren con los estudios revisados, en los que se encontró que los docentes no tienen una literacidad evaluativa (Akayuure, 2021;Popham, 2018;Tagele y Bedilu, 2015), o es insuficiente (Coombs et al, 2021;Qotboddin et al, 2020). Bajo lo referido anteriormente, los a.…”

“…Algunos de ellos son de tipo prueba de conocimientos (DeLuca et al, 2016;Hailaya et al, 2014;Iqbal et al, 2020;Mertler y Campbell, 2005;Plake et al, 1993;Tagele y Bedilu, 2015;Yamtim y Wongwanich, 2014), otros son escalas que se basan en lo que el docente reporta sobre el tema (Alkharusi et al, 2014;Daniel y King, 1998;Liu, 2008;Nikmard y Mohamadi, 2020;Zhang y Burry-Stock, 1997). Medir la literacidad evaluativa es importante porque esta es determinante para la calidad de la educación que imparten los docentes (Akayuure, 2021).…”

The Assessment Literacy for Secondary School Teachers in Tanzania

“…This is why educators, including secondary school teachers, need to have the right skills in educational assessment to evaluate their students effectively. Besides, a growing board of knowledge asserts that assessment of students' achievement is a cornerstone of all levels within the system of education (Almossa & Alzahrani, 2022;Akayuure, 2021;Agu et al, 2013). Dutta (2020) added that assessment is an important tool for ensuring quality in the teaching and learning processes.…”

“…The process of assessment provides information that facilitates most of the decisions in the educational process (Szarka, et al, 2022). Therefore, assessment offers formative and summative evidence upon which educational decisions are made (Akayuure, 2021).…”