Practices, Challenges and Perceived Influence of Classroom Assessment on Mathematics Instruction
Assessment is a powerful tool for raising thestandards of teaching and learning of mathematics at the junior high schoollevel. This study therefore explored the perceived influence of assessment onthe teaching and learning of mathematics in junior high schools of OLA Circuitin Cape Coast Metropolita...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
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2019-10-01
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| Series: | International Journal of Assessment Tools in Education |
| Subjects: | |
| Online Access: | https://dergipark.org.tr/tr/download/article-file/802221 |
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| Summary: | Assessment is a powerful tool for raising thestandards of teaching and learning of mathematics at the junior high schoollevel. This study therefore explored the perceived influence of assessment onthe teaching and learning of mathematics in junior high schools of OLA Circuitin Cape Coast Metropolitan area. The research design used for the study is aconcurrent triangulation mixed method design. A simple random samplingtechnique was used to select four (4) public junior high schools out of eight(8) schools in the circuit. A multi-stage sampling procedure was employed toselect the schools and participants for the study. A total of 134 participantscomprising 15 teachers and 119 students participated in the study. The data forthe study were mainly collected through questionnaires and interviews. Findingsof the study revealed that class exercise, homework, and trial work were the mostcommon mode of assessment used by teachers during mathematics instruction.Again, the study discovered that teachers faced some challenges in theimplementation of classroom assessment. The study therefore makes certainrecommendations likely to improve on the quality of assessment practices inmathematics classrooms in the focal schools. |
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| ISSN: | 2148-7456 |