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http://dx.doi.org/10.7468/mathedu.2022.61.2.239

Difficulties and differences in perception and performance on process-based assessment for high school mathematics teacher  

Oh, Seoyoung (Bupyung High School)
Kwon, Na Young (Inha University)
Publication Information
The Mathematical Education / v.61, no.2, 2022 , pp. 239-256 More about this Journal
Abstract
This study was to investigate the perception, performance, and difficulties of process-based assessment for high school mathematics teachers. As a qualitative case study, two in-depth group interviews were conducted with 6 high school mathematics teachers working in Incheon area. The two groups were one with more experience in process-based assessment and the other with less experience. As results, there were differences between the participant teachers' perception of process-based assessment and their actual performance depending on the experience. All six math teachers thought that the process-based assessment was intended to confirm the learner's characteristics, to evaluate the process, and to provide feedback on a regular basis immediately and individually. However, in the practical performance shared by teachers, the purpose of assessment was to create a school record. A group with a lot of experience prepared assessment criteria according to the national curriculum achievement standards, established affective assessment plans, and tried to provide individual feedback on a regular basis. On the other hand, the inexperienced group recorded the affective characteristics discovered by chance and provided temporary and large-scale feedback regardless of the achievement criteria. Finally, we suggested some implications based on the study results.
Keywords
process-based assessment; perception; performance difficulty; high school math teacher;
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