In-Service Mathematics Teachers’ Knowledge of Assessment Regarding the Volume of 3D Solids

Tekin Sitrava, Reyhan
Işıksal Bostan, Mine
The purpose of this study is to investigate in-service mathematics teachers’ knowledge of assessment related to students’ understanding of the volume of 3D solids. Throughout the study, knowledge of assessment refers to one of the dimensions of teachers’ PCK which comprises teachers' knowledge of what to assess and how to assess students’learning. The study is a qualitative case study. The data were collected from four in-service mathematics teachers via document analysis, interview and classroom observation. It was asked teachers to specify how they assess students’ learning. Their written exams related to the volume of 3D solids were examined. Also, their lessons were observed to get data related to their assessment methods. Constant comparative method was used to analyze the data. The analysis of data revealed that teachers applied formative and summative assessment during their instructions. All teachers asked students many questions related to the calculation of the volume of 3D solids after teachers presented a few examples during their lessons. The reasons for using informal questioning, as a formative assessment method, might be to obtain feedback about students’ understanding, to determine the points that students were not able to understand, to identify students’ errors in the topic. On the other hand, all the teachers gave homework from the textbook and workbook. Moreover, the teachers implemented summative assessment by giving performance homework and project work, and administering written exams to assess students’ learning. There might be two reasons for choosing these assessment strategies. One might be that teachers have a tendency to implement assessment strategies with which their understanding was assessed when they were student. Also, the teachers’ teaching style may influence their use of assessment strategies. Since the teachers applied teacher-centered instructional strategy, they may focus on assessing students’ learning through traditional assessment strategies.
International Symposium of Education and Values(ISOEVA) (05-08 October 2017)


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Citation Formats
R. Tekin Sitrava and M. Işıksal Bostan, “In-Service Mathematics Teachers’ Knowledge of Assessment Regarding the Volume of 3D Solids,” presented at the International Symposium of Education and Values(ISOEVA) (05-08 October 2017), Bodrum, Muğla, Türkiye, 2017, Accessed: 00, 2021. [Online]. Available: