Abstract
This research investigated issues in assessment that concern mathematics teachers. The research comprised four phases: identification of assessment-related issues;
categorisation of these issues into themes—assessment validity, assessment reliability, and pedagogical knowledge; construction of a questionnaire; and dissemination of the questionnaire to teachers. Eighty-four teachers answered the questionnaire. Findings suggest that teachers are dissatisfied with the traditional method of assessment that boils down to a numerical grade based on exam results and that they need more support in alternative assessment methods.
Biton, Y., Hershkovitz, S., Hoch, M., Ben-David, B., & Fellus, O. (2017). Assessment issues that trouble mathematics teachers. In J. Novotná & H. Moraová (Eds.), Equity and diversity in elementary mathematics education (pp. 63−71). International Symposium Elementary Mathematics Teaching. August 2017. Prague: Czech Republic. https://www.semt.cz/proceedings/semt-17.pdf