Assessment Practices in Mathematics at the College of Education, Arts, & Sciences of Capiz State
| Main Author: | Tenorio, Alvin |
|---|---|
| Format: | Article info application/pdf Proceeding |
| Bahasa: | eng |
| Terbitan: |
LPPM Universitas Advent Indonesia
, 2018
|
| Online Access: |
https://jurnal.unai.edu/index.php/isc/article/view/1294 https://jurnal.unai.edu/index.php/isc/article/view/1294/811 |
Daftar Isi:
- This study explored the assessment practices of mathematics teachers in the College of Education, Arts, and Sciences of Capiz State University. Using qualitativedescriptive research, a population of six mathematics teachers and eightpurposively selected BSEd mathematics major students were covered in the study.Open-ended questionnaire was utilized and documentary analysis was done toobtain the needed data. The data gathered were analyzed using the GeneralInductive Approach to draw significant views of the participants relevant to theresearch objectives. Results show that teacher-participants use a combination oftraditional and authentic assessments in their mathematics class; the former forpedagogic functions, while the latter for enhancing instruction, summarizinglearning, and testing students’ ability to apply the concepts learned in real-lifecontext. Traditional and authentic assessments have their own strengths andlimitations as perceived by the participants. Issues and concerns surrounding bothmethods of assessments are related to the preparation, implementation, evaluation,and communication of results. An assessment program that captures students’thought processes and enhances mathematics learning not tapped by written examsis proposed. Further, diagnosing individual learner to determine the kind ofintelligence they possess as well as their varying backgrounds is recommended fora more improved and informed assessment practice in mathematics class.