Editorial

A Comparative Study of Mathematics Assessment Practices between Malaysian and South Korean Secondary Schools Mathematics Teachers

“…As shown in Table 7, the Malaysian mathematics teachers implemented diagnostic assessment in order to identify students' prior knowledge, to understand the students, to examine the effectiveness of teaching tools in mathematics classes, and to explore students' potential. 77.5%, 86.0%, 87.4%, 59.1%, 64.8% and 60.6% of the respondents answered either "often" or "always" for Items 1,2,3,9,10 and 11. According to [67], one way to collect the information about students' basic skills in mathematics is through a diagnostic test. A diagnostic test in education is an initial assessment that is used especially to detect the strength and weakness of students in learning.…”

“…[TK3: H3] Diagnostic assessment is highly emphasised in the lower secondary education system in South Korea. 70.6%, 58.8%, 58.8%, 60.8%, 56.9%, 62.7%, 60.8%, 62.7%, 52.9% and 64.7% of the South Korean respondents answered "often" or "always" for Items 1,2,3,5,6,7,8,9,10 and 11. According to [43], diagnostic assessment in South Korea mostly occurs at the start of a mathematics class, which usually takes five to eight minutes.…”

“…The curriculum, pedagogy and assessment components seem to be interconnected with each other [6,7]. However, these three major components are said to be independent of each other [8,9]. Many previous studies have shown the positive effects of these three components on students' academic achievements.…”

Developing an understanding of coherent approaches between primary and secondary teachers: a case study within the design and technology curriculum in Scotland

“…In their most basic form however, the curriculum is an agreement of what is to be learned; pedagogy incorporates how this knowledge will be delivered to pupils and assessment aims to understand what students know and in turn, what will happen next. These three elements are perceived to be interrelated whereupon each has an effect on the other, together creating the core of learning and teaching (Hayward et al, 2016 ). Crucially, this does not mean that all educators have to teach the exact same thing in the exact same way, without any flexibility or scope for personalisation.…”