Assessment Practices of Secondary School Mathematics Teachers in Guraghe Zone

Lemi Moges Mengesha; Solomon Zerfu Degefa

doi:doi:10.11648/j.pamj.20211003.12

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Assessment Practices of Secondary School Mathematics Teachers in Guraghe Zone

Lemi Moges Mengesha, Solomon Zerfu Degefa

Published in Pure and Applied Mathematics Journal (Volume 10, Issue 3)

Received: 7 June 2021 Accepted: 16 July 2021 Published: 27 July 2021

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Abstract

This paper was intended to examine mathematics teacher’s practices of assessment techniques used in secondary schools in Guraghe Zone and attempt to explore methods of assessment used by mathematics teachers, nature of feedback provided to student and the support provided by school authorities to enable them undertake assessment effectively. For this study, mixed research approach, inferential statistics and descriptive survey method would be employed; both quantitative and qualitative data were gathered through questionnaire, document analysis, FGD and interviews. The total sample sizes of the study were 377 students and all mathematics teachers in the selected schools. In addition thirteen school principals were interviewed. In the selection of the sample population, stratified sampling, systematic random sampling and purposive samplings were used. Thus, the findings indicate that, the overall respondents’ perception towards practices of continuous assessment has mean 3.630 and standard deviation 1.063 which is medium perception. In addition to this, the result showed that the first challenging step to implement Continuous assessment is large class size; the second is lack of in-services training, the third is it takes time and the last challenging step is shortage of teaching materials. Study showed that most of the teachers use the traditional feedback mechanism for continuous assessment which is not recommendable and had to use the enhanced feedback to encourage the learners’ capacity. So, concerned bodies of the zone education office and schools should give support by providing teaching materials and giving training for teachers in order to increase and develop their assessment practices in theimplementation Continuous assessment.

Published in	Pure and Applied Mathematics Journal (Volume 10, Issue 3)
DOI	10.11648/j.pamj.20211003.12
Page(s)	77-83
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Assessment, Challenge, Feedback

References

[1]	Segers, M., Dochy, F. & Cascallar, E. (eds). (2003). Optimising New Modes of Assessment: In Search of Qualities and Standards. Kluwer Academic Publishers, Dordrecht.
[2]	Orton, A., Orton, D., & Frobisher, L. J. (2004). Insights into teaching mathematics. Continuum International Publishing Group.
[3]	Osokoya, I. O, (1996). Writing and Teaching History: A Guide to Advanced Study, Laurel Educational Publishers, and Ibadan.
[4]	Greaney V (2001). Using Assessment to improve the quality of Education Paris: UNESCO International Institute for Education Planning.
[5]	Birhanu. M, (2004). Teachers assessment of students‟ performance in selected high schools of Arsi zone with Emphasis on continuous assessment.” M. A Thesis Addis Ababa university.
[6]	Desalegn Chalchisa, (2001). An evaluation of the syllabus of teacher Training Institute in preparing Training to implement continuous assessment in the first cycle primary schools, proceedings of the national conference quality of primary education in Ethiopia.
[7]	Lemi Moges Mengesha, Solomon zerfu Degefa, Secondary School Mathematics Teachers Perceptions on Continuous Assessment in Guraghe Zone. Research on Humanities and Social sciences ISSN 2224-5766 (Paper) ISSN 2225-0484 (Online) Vol. 11, No. 1, 2021 doi: 10.7176/RHSS/11-1-02.
[8]	Wolf, D., Bixby, J., Glenn, j. & Gardner, H. (eds) (1991) To Use Their Minds Well: investigating new forms of student assessment (Washington, DC, American Educational Research Association).
[9]	Susuwele-Banda, W. J. (2005). Classroom Assessment in Malawi: Teachers Perceptions and Practices in Mathematics, Doctoral Dissertation, Virginia Polytechnic Institute and State University. Retrieved from http://scholar.lib.vt.edu.
[10]	MoE (1994) Education and Training Policy: Federal Democratic Republic of Ethiopia, Addis Ababa. ST. GEORGE PRINTINGPRESS.
[11]	Nortvedt, G. A. (2018). Policy impact of PISA on mathematics education: The case of Norway. European Journal for Psychology in Education, 33 (3), 427–444.
[12]	Leder, G., & Forgasz, H. J. (2018). Measuring who counts: Gender and mathematics assessment. ZDM Mathematics Education, 50 (4), 1–11.
[13]	Hoogland, K., & Tout, D. (2018). Computer-based assessment of mathematics in the 21st century: Pressures and tensions. ZDM Mathematics Education, 50 (4), 1–12.
[14]	Heritage, M., & Wylie, C. (2018). Reaping the benefits of assessment for learning: Achievement, identity and equity. ZDM Mathematics Education, 50 (4), 1–13.
[15]	Burkhardt, H., & Schoenfeld, A. (2018). Assessment in the service of learning: Challenges and opportunities. ZDM Mathematics Education, 50 (4), 1–15.

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APA Style

Lemi Moges Mengesha, Solomon Zerfu Degefa. (2021). Assessment Practices of Secondary School Mathematics Teachers in Guraghe Zone. Pure and Applied Mathematics Journal, 10(3), 77-83. https://doi.org/10.11648/j.pamj.20211003.12

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ACS Style

Lemi Moges Mengesha; Solomon Zerfu Degefa. Assessment Practices of Secondary School Mathematics Teachers in Guraghe Zone. Pure Appl. Math. J. 2021, 10(3), 77-83. doi: 10.11648/j.pamj.20211003.12

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AMA Style

Lemi Moges Mengesha, Solomon Zerfu Degefa. Assessment Practices of Secondary School Mathematics Teachers in Guraghe Zone. Pure Appl Math J. 2021;10(3):77-83. doi: 10.11648/j.pamj.20211003.12

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@article{10.11648/j.pamj.20211003.12,
  author = {Lemi Moges Mengesha and Solomon Zerfu Degefa},
  title = {Assessment Practices of Secondary School Mathematics Teachers in Guraghe Zone},
  journal = {Pure and Applied Mathematics Journal},
  volume = {10},
  number = {3},
  pages = {77-83},
  doi = {10.11648/j.pamj.20211003.12},
  url = {https://doi.org/10.11648/j.pamj.20211003.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pamj.20211003.12},
  abstract = {This paper was intended to examine mathematics teacher’s practices of assessment techniques used in secondary schools in Guraghe Zone and attempt to explore methods of assessment used by mathematics teachers, nature of feedback provided to student and the support provided by school authorities to enable them undertake assessment effectively. For this study, mixed research approach, inferential statistics and descriptive survey method would be employed; both quantitative and qualitative data were gathered through questionnaire, document analysis, FGD and interviews. The total sample sizes of the study were 377 students and all mathematics teachers in the selected schools. In addition thirteen school principals were interviewed. In the selection of the sample population, stratified sampling, systematic random sampling and purposive samplings were used. Thus, the findings indicate that, the overall respondents’ perception towards practices of continuous assessment has mean 3.630 and standard deviation 1.063 which is medium perception. In addition to this, the result showed that the first challenging step to implement Continuous assessment is large class size; the second is lack of in-services training, the third is it takes time and the last challenging step is shortage of teaching materials. Study showed that most of the teachers use the traditional feedback mechanism for continuous assessment which is not recommendable and had to use the enhanced feedback to encourage the learners’ capacity. So, concerned bodies of the zone education office and schools should give support by providing teaching materials and giving training for teachers in order to increase and develop their assessment practices in theimplementation Continuous assessment.},
 year = {2021}
}

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TY  - JOUR
T1  - Assessment Practices of Secondary School Mathematics Teachers in Guraghe Zone
AU  - Lemi Moges Mengesha
AU  - Solomon Zerfu Degefa
Y1  - 2021/07/27
PY  - 2021
N1  - https://doi.org/10.11648/j.pamj.20211003.12
DO  - 10.11648/j.pamj.20211003.12
T2  - Pure and Applied Mathematics Journal
JF  - Pure and Applied Mathematics Journal
JO  - Pure and Applied Mathematics Journal
SP  - 77
EP  - 83
PB  - Science Publishing Group
SN  - 2326-9812
UR  - https://doi.org/10.11648/j.pamj.20211003.12
AB  - This paper was intended to examine mathematics teacher’s practices of assessment techniques used in secondary schools in Guraghe Zone and attempt to explore methods of assessment used by mathematics teachers, nature of feedback provided to student and the support provided by school authorities to enable them undertake assessment effectively. For this study, mixed research approach, inferential statistics and descriptive survey method would be employed; both quantitative and qualitative data were gathered through questionnaire, document analysis, FGD and interviews. The total sample sizes of the study were 377 students and all mathematics teachers in the selected schools. In addition thirteen school principals were interviewed. In the selection of the sample population, stratified sampling, systematic random sampling and purposive samplings were used. Thus, the findings indicate that, the overall respondents’ perception towards practices of continuous assessment has mean 3.630 and standard deviation 1.063 which is medium perception. In addition to this, the result showed that the first challenging step to implement Continuous assessment is large class size; the second is lack of in-services training, the third is it takes time and the last challenging step is shortage of teaching materials. Study showed that most of the teachers use the traditional feedback mechanism for continuous assessment which is not recommendable and had to use the enhanced feedback to encourage the learners’ capacity. So, concerned bodies of the zone education office and schools should give support by providing teaching materials and giving training for teachers in order to increase and develop their assessment practices in theimplementation Continuous assessment.
VL  - 10
IS  - 3
ER  -

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Author Information

Lemi Moges Mengesha

Department of Mathematics, College of Natural and Computational Science, Wolkite University, Wolkite, Ethiopia
Solomon Zerfu Degefa

Department of Mathematics, College of Natural and Computational Science, Wolkite University, Wolkite, Ethiopia

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Plain Text BibTeX RIS

APA Style

Lemi Moges Mengesha, Solomon Zerfu Degefa. (2021). Assessment Practices of Secondary School Mathematics Teachers in Guraghe Zone. Pure and Applied Mathematics Journal, 10(3), 77-83. https://doi.org/10.11648/j.pamj.20211003.12

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ACS Style

Lemi Moges Mengesha; Solomon Zerfu Degefa. Assessment Practices of Secondary School Mathematics Teachers in Guraghe Zone. Pure Appl. Math. J. 2021, 10(3), 77-83. doi: 10.11648/j.pamj.20211003.12

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AMA Style

Lemi Moges Mengesha, Solomon Zerfu Degefa. Assessment Practices of Secondary School Mathematics Teachers in Guraghe Zone. Pure Appl Math J. 2021;10(3):77-83. doi: 10.11648/j.pamj.20211003.12

Copy | Download

@article{10.11648/j.pamj.20211003.12,
  author = {Lemi Moges Mengesha and Solomon Zerfu Degefa},
  title = {Assessment Practices of Secondary School Mathematics Teachers in Guraghe Zone},
  journal = {Pure and Applied Mathematics Journal},
  volume = {10},
  number = {3},
  pages = {77-83},
  doi = {10.11648/j.pamj.20211003.12},
  url = {https://doi.org/10.11648/j.pamj.20211003.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pamj.20211003.12},
  abstract = {This paper was intended to examine mathematics teacher’s practices of assessment techniques used in secondary schools in Guraghe Zone and attempt to explore methods of assessment used by mathematics teachers, nature of feedback provided to student and the support provided by school authorities to enable them undertake assessment effectively. For this study, mixed research approach, inferential statistics and descriptive survey method would be employed; both quantitative and qualitative data were gathered through questionnaire, document analysis, FGD and interviews. The total sample sizes of the study were 377 students and all mathematics teachers in the selected schools. In addition thirteen school principals were interviewed. In the selection of the sample population, stratified sampling, systematic random sampling and purposive samplings were used. Thus, the findings indicate that, the overall respondents’ perception towards practices of continuous assessment has mean 3.630 and standard deviation 1.063 which is medium perception. In addition to this, the result showed that the first challenging step to implement Continuous assessment is large class size; the second is lack of in-services training, the third is it takes time and the last challenging step is shortage of teaching materials. Study showed that most of the teachers use the traditional feedback mechanism for continuous assessment which is not recommendable and had to use the enhanced feedback to encourage the learners’ capacity. So, concerned bodies of the zone education office and schools should give support by providing teaching materials and giving training for teachers in order to increase and develop their assessment practices in theimplementation Continuous assessment.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Assessment Practices of Secondary School Mathematics Teachers in Guraghe Zone
AU  - Lemi Moges Mengesha
AU  - Solomon Zerfu Degefa
Y1  - 2021/07/27
PY  - 2021
N1  - https://doi.org/10.11648/j.pamj.20211003.12
DO  - 10.11648/j.pamj.20211003.12
T2  - Pure and Applied Mathematics Journal
JF  - Pure and Applied Mathematics Journal
JO  - Pure and Applied Mathematics Journal
SP  - 77
EP  - 83
PB  - Science Publishing Group
SN  - 2326-9812
UR  - https://doi.org/10.11648/j.pamj.20211003.12
AB  - This paper was intended to examine mathematics teacher’s practices of assessment techniques used in secondary schools in Guraghe Zone and attempt to explore methods of assessment used by mathematics teachers, nature of feedback provided to student and the support provided by school authorities to enable them undertake assessment effectively. For this study, mixed research approach, inferential statistics and descriptive survey method would be employed; both quantitative and qualitative data were gathered through questionnaire, document analysis, FGD and interviews. The total sample sizes of the study were 377 students and all mathematics teachers in the selected schools. In addition thirteen school principals were interviewed. In the selection of the sample population, stratified sampling, systematic random sampling and purposive samplings were used. Thus, the findings indicate that, the overall respondents’ perception towards practices of continuous assessment has mean 3.630 and standard deviation 1.063 which is medium perception. In addition to this, the result showed that the first challenging step to implement Continuous assessment is large class size; the second is lack of in-services training, the third is it takes time and the last challenging step is shortage of teaching materials. Study showed that most of the teachers use the traditional feedback mechanism for continuous assessment which is not recommendable and had to use the enhanced feedback to encourage the learners’ capacity. So, concerned bodies of the zone education office and schools should give support by providing teaching materials and giving training for teachers in order to increase and develop their assessment practices in theimplementation Continuous assessment.
VL  - 10
IS  - 3
ER  -

Copy | Download