Students' and teachers' views on mathematics examinations : a case study

Abstract

The study aims to explore how Form 4 students and teachers in a girls' secondary school view Mathematics examinations. Keeping in mind that students' mathematical ability level can be a determining factor, we conducted the study in three different classes - one following Scheme A, one following Scheme B and one following Scheme C. A qualitative case study methodology was used and the research data was collected through classroom observations, semi-structured interviews (with the three teachers and four students from each class), and pertinent documents. Our study reveales how examinations continue to determine what happens inside Mathematics classroom, especially in the higher Schemes, to the detriment of students' learning. By and large, teachers and students believe in the continued existence of examinations as a valid and fair means by which to assess learning. Calls for the introduction of alternative forms of formal assessment to complement examinations are based on awareness that examinations stress students and that students who suffer from 'memory problems' can never really show what they know and can do during examinations.