Abstract
This study investigated mathematics teachers’ perceptions on process-focused assessment. We developed a survey based on seven areas (purposes, types, core competence, relevance, usages, feedbacks, and general opinion on assessment) and gathered 125 data of high school mathematics teachers in Incheon area. The data were analyzed using an Importance-Performance Analysis (IPA) method, which showed that the teachers considered importance higher than their performances in the surveyed areas. In addition, the results of general opinion on assessment demonstrated that teachers have positive perceptions on introducing and implementing process-focused assessment, which would improve students’ mathematical abilities. However, the results also indicated that teachers consider implementing process-focused assessment more difficult than results-oriented assessment.
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Schedule a callMore From: The Korean Society of Educational Studies in Mathematics - Journal of Educational Research in Mathematics
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