A study of teachers’ perspective on mathematics assessment

Dhingra, Charul and Raj, Arya (2019) A study of teachers’ perspective on mathematics assessment. Students’ Journal of Education and Development (5). pp. 3-23.

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Abstract

This article looks at teachers’ perspectives on written components of mathematics assessment with the following objectives: •• What according to a teacher is the role of written examination in a student’s learning? •• What is the role of a teacher’s perspective in developing question papers for written examination? •• What is a teacher’s perspective on his/her role in evaluation and assessment? The article focuses on eighth grade since in the Indian context, the Right to Education (RTE) makes it compulsory for students to attend formal schooling till the age of 14. The learning that is directed in eight years of schooling is crucial in the sense of determining the skills and experiences that a child will come out with, and the only way to test this is through assessments. Maths being a compulsory subject is the right of every child up to age 14. Therefore, it is important to study how it is assessed and accounted for. The scope of the study is limited to the Central Board of Secondary Education (CBSE)–based private schools in the city of Bangalore. The methodology involves in-depth semi-structured interviews with eighth-grade mathematics teachers.

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Articles in APF Magazines

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Dhingra, Charul and Raj, Arya

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