Assessment in a basic skills mathematics classroom

Abstract

This research was conducted to explore the assessment practices that occur within a particular Form 3 Scheme D girls' Mathematics classroom. The aim was to investigate the assessment methods that are used with low ability students and how classroom assessment helps or hinders the learning process. I was interested in exploring how the teacher plans, gathers the assessment information, interprets the assessment information and uses assessment results. Since I wanted to study a particular class, I opted for a qualitative case study methodology. The data for this study was collected through classroom observations, documents and semi-structured interviews with eight students and their teacher. The research shows that various assessment practices were used within this class. However, verbal questioning and classwork were the two most commonly used and also the ones that the participants reportedly find most useful. The assessment results were found to provide feedback to students (including to draw up students' individualised learning programmes) and a number of classroom outsiders including parents and school administrators.