Perception of the elementary mathematics teachers about assessment for learning: a case study of Sukkur IBA community colleges, Sindh, Pakistan

Abstract

This study aims to explore the perceptions of elementary mathematics teachers regarding assessment for learning (AfL). The participants of this study included three elementary mathematics teachers, each with over 5 years of teaching experience at Sukkur IBA community colleges and schools in Sindh, Pakistan. These participants were selected using purposive sampling techniques. A qualitative exploratory case study research approach was used, with data collected through semi-structured interviews and observations. To ensure the trustworthiness of the study, the interview guide and observation checklist were reviewed by experts. The data were analyzed using thematic analysis. The findings of this study revealed that teachers had a limited understanding of the concept of assessment for learning. Based on these results, the study recommends several measures: the initiation of an assessment literacy program, an increase in class time, reducing the number of students per class, using moveable chairs to enhance classroom flexibility, and making amendments to the assessment policy.