Teachers' views on the new measurement and assessment approaches with regard to Mathematics curriculum reform

Abstract

The aim of this study is to investigate teachers’ views on the new measurement and assessment approaches within the context of secondary school mathematics education reform. With this purpose, the factors which affected the implementation process were determined. The research data were obtained from two teachers via in-depth interviews, observations, and researcher’s notes and case study throughout an education year. As a result of the analysis of qualitative data with NVivo 7 program, the factors affecting the teachers’ views on the measurement and assessment aspect of mathematics curriculum were detected. The results of the study revealed that teachers’ culture about measurement and assessment, the usability of assessment tools, infrastructure conditions, new roles of teachers, lack of informing activities and the role of measurement and assessment on student learning had an effect on teachers’ views on the new measurement and assessment approaches within the context of mathematics education reform. The findings obtained pointed out that curriculum reform could not actualize the change considered for the measurement and assessment aspect. Suggestions were made for the measures to be taken and researchers in accordance with the results obtained from the research. Key words: Curriculum reform, measurement and assessment, teachers’ views.