Assessment in the 5th grade mathematics classrooms: a case study of the teachers’ practices

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2016
Uçar Sarımanoğlu, Nihan
The purpose of this study was to examine the mathematics teachers’ assessment practices in the 5th grades. In that manner, it was aimed to figure out the mathematics teachers’ classroom assessment procedures and their use of the assessment results. It was also aimed to understand teachers’ views about the students’ learning of mathematics, the factors affecting teaching mathematics, and their views about assessing students’ learning of mathematics. In order to achieve these purposes, a multiple case study design was used with three mathematics teachers in a public school of Ankara. The data were collected during the spring semester of 2013-2014 academic year in three phases. In the first phase the in-depth and detailed interviews were done with each participant. In the second phase the classroom observations were conducted and videotaped. After each assessment activity, a post-activity interview was made with each participant. Final interviews were also made with the participants at the end of the data collection procedure. In the third phase, field notes and extensive document collection were completed. The data were analyzed at two levels: within-case and cross-case analysis. The results of the study indicated that, the participants practiced both the formal and informal assessment methods in the 5th grade classrooms. Then they used the assessment results for various purposes such as making adjustments for further assessment, deciding on the suitability of an assessment method, monitoring students’ progress, assigning overall grades, giving formative feedback, identifying the areas of strengths and weaknesses, deciding on repeating or teaching a topic, understanding teaching effectiveness, rewarding students, preventing students from feeling anxious, encouraging students to self-study, preventing the students’ from cheating. The findings also showed that, the participants’ views and their assessment practices showed relations or discrepancies at some points. .

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Citation Formats
N. Uçar Sarımanoğlu, “Assessment in the 5th grade mathematics classrooms: a case study of the teachers’ practices,” Ph.D. - Doctoral Program, Middle East Technical University, 2016.