Mathematics Teachers' Self-Reported Practices of Formative Assessments in Teaching Mathematics Online

Krishna Prasad Adhikari, Dirgha Raj Joshi, Shashidhar Belbase, Lekhnath Sharma, Bishnu Khanal

Research output: Contribution to journalArticlepeer-review

Abstract

The current study examined the mathematics teachers' awareness toward and practices of different forms of assessments (of, for, and as learning) in teaching mathematics online during the pandemic. A cross-sectional online survey design was applied among 450 high school mathematics teachers in Nepal. Mean, standard deviation, Mann-Whitney and Kruskal Wallis tests, and structural equation modeling (SEM) were major statistical techniques used in the research. The findings of the study indicated that the level of formative assessment practices in mathematics teaching was found to be high during online classes. Age, gender, teaching experience, time for online classes, and mode of the online learning environment (OLE) are determinant factors associated with the assessment component and strategy, assessment of learning, for learning, and as learning. Assessment strategy and its components are significant predictors of the assessment for and as learning, whereas the assessment component is a significant predictor of the assessment of learning.

Original languageEnglish
JournalInternational Journal of Online Pedagogy and Course Design
Volume13
Issue number1
DOIs
Publication statusPublished - 2023

Keywords

  • Assessment Components
  • Assessment Strategy
  • Assessment as Learning
  • Assessment for Learning
  • Assessment of Learning

ASJC Scopus subject areas

  • Education

Fingerprint

Dive into the research topics of 'Mathematics Teachers' Self-Reported Practices of Formative Assessments in Teaching Mathematics Online'. Together they form a unique fingerprint.

Cite this