Students’ Learning Assessment Practices Used by Jordanian Teachers of Mathematics for Grades (1-6)

Abstract

<p class="apa">This study aims to investigate the students’ learning assessment practices used by Jordanian teachers of mathematics for grades (1-6) in Amman. The sample of the study consists of (402) teachers. A questionnaire of (72) items are developed on four domains, namely: questions, homework, exams, and alternative strategies. Validity and reliability are established. Results of the study show that the mean of the scores for the four domains and the entire items are medium, the highest was on exams and the lowest on the homework. ANOVA analysis show that there were no statistically significant differences related to number of courses and gender. On the other hand, there are statistically significant differences on the scientific qualification in favor of postgraduate studies. As for the type of school, the results are in favor of government schools. In regard to the number of experience years, the results are in favor of category (5-10) years on homework domain only.</p>

The Development and Validation of Assessment Practices of Mathematical Thinking (APMT) Instrument (Pembangunan dan Pengesahan Instrumen Amalan Pentaksiran Pemikiran Matematik (APMT)

“…The instrument used in this research was the APMT scale, which is a self-reported questionnaire that consists of 5-point Likert scale items as (1: Never; 2: Rarely; 3: Sometimes; 4: Mostly; 5: Always). The development of the scale in started by analysing a few scales of teachers' assessment practice that have been established in previous studies such as Abed and Awwad (2016), Alkharusi et al (2012) and Genc (2005). Then, the items were checked if they can be used to measure teachers' assessment practices of mathematical thinking.…”

“…Several studies around the world have examined teachers' assessment practices from different aspects. For instance, Abed and Awwad (2016), Genc (2005), and Wallace and White (2014) investigated mathematics teachers' assessment practices as a part of their teaching practices. They have studied the assessment of teaching and assessment of learning.…”

“…From the literature, some researchers classified mathematics assessment practices into diagnostic, formative and summative assessment (Acar-Erdol & Yıldızlı 2018;Dandis 2013;Genc 2005). Some other researchers divided mathematics assessment into traditional and alternative assessments (Abed & Awwad 2016;Alkharusi et al 2012Alkharusi et al , 2014Ghaicha 2016) whereas electronic assessment practices have been added as one of the teachers' assessment practices (Stacey & Wiliam 2013;Zahner et al 2012).…”

“…Numerous studies around the world have investigated the assessment practices of mathematics teachers from different features. For example, Abed and Awwad (2016), Genc (2005), and Wallace and White (2014) examined the assessment practices of mathematics teachers which were applied within their teaching practices. They have examined different kinds of assessment practices such as assessment of learning (summative assessment), assessment for learning (formative assessment), alternative assessment, diagnostic assessment and electronic assessment.…”

“…Meanwhile, other instrument divided the assessment practices into traditional and alternative assessment practices, such as Alkharusi et al (2012;. On the other hand, there were some instruments like the one developed by Abed and Awwad (2016) that linked the assessment practices of mathematics teachers with the tools used to assess students mathematics learning.…”