Assessment Convergence: Teachers’ Praxis and Professional Needs in Mathematics
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Overview
Descriptive research reveals mathematics teachers' high preparedness yet significant training needs in assessment literacy, indicating the necessity for targeted professional development.
Key Points
To assess elementary mathematics teachers' preparedness and professional development needs, focusing on instructional quality and assessment alignment.
Descriptive research design
Data gathered from 35 mathematics teachers across 18 schools
Questionnaire assessed preparedness in content knowledge, pedagogy, and assessment practices
Qualitative responses analyzed thematically
Statistical analyses included descriptive statistics and various non-parametric tests.
Teachers showed high preparedness in content knowledge, pedagogy, and assessment
Significant training needs identified in assessment literacy and NAT alignment
Teaching experience related to content knowledge; sex influenced preparedness levels
Qualitative data highlighted challenges like poor problem-solving skills and lack of resources
Misalignment between classroom assessments and NAT competencies noted.