Exploring the use of class tests in a Form 1 Mathematics classroom

Abstract

The purpose of this study was to explore the use of class tests in a Form 1 mathematics classroom in a Girls' Junior Lyceum. After opting for a qualitative case study methodology, I collected data through non-participant classroom observations, semi-structured interviews and pertinent documents. The study suggests that the environment of the participating classroom was examination-oriented, with a lot of emphasis on syllabus coverage. These factors contributed to a traditional teaching approach in which rote-learning takes a dominant role. Another important finding was that pre-service teacher education had little impact on how the teacher planned, conducted and marked class tests. Moreover, although class tests were used both in connection with 'assessment of learning' and 'assessment for learning', greater focus was placed on the former type of assessment. In addition, both the teacher and her students seemed to give greater importance to marks than other forms of feedback following a class test. The performance of students in a class test was considered to reveal their subject knowledge and also to predict their final examination mark. All the participants agreed with the use of class tests. I conclude this study with a number of implications regarding the teaching and learning of Mathematics in Malta.