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http://dx.doi.org/10.7468/mathedu.2020.59.4.295

Secondary mathematics teachers' perceptions on assessment  

Kwon, Na Young (Inha University)
Oh, Seo Young (Bugae Girls' High School)
Publication Information
The Mathematical Education / v.59, no.4, 2020 , pp. 295-312 More about this Journal
Abstract
This study aimed to investigate and compare perceptions of middle and high school mathematics teachers on assessment. For the purpose, we developed and used a survey consisting of two parts(importance/performance on assessment and general opinion on process-based assessment). We gathered data from 188 middle school and 125 high school mathematics teachers in Incheon area. An Importance-Performance Analysis(IPA) method was used for data analysis. As results, middle school mathematics teachers showed higher perception on both importance and performance in almost all area on assessment than high school teachers. In addition, research results based on teaching experience indicated that mathematics teachers having more teaching experience seemed to perceive high importance-high performance and low importance-low performance tasks more than mathematics teachers having less experience. In particular, middle school teachers recognized many low importance-high performance tasks according to their teaching experience. The IPA gave us different results depending on the school size. The larger the school, the more diverse opinions appeared tasks in low importance-high performance. From the general opinion on process-based assessment, the middle school mathematics teachers also seemed to have more positive perspectives and to be more active in assessment than high school mathematics teachers. Finally, we discuss implications for future policy formulation and implementation on process-based assessment.
Keywords
perception; secondary mathematics teachers; assessment; Important-Performance Analysis(IPA);
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