Abstract

While much is known about assessment, a study examining the conceptions that teachers hold and its relation with their practices in mathematics classrooms is crucial for educators and needs further investigation. This cross-sectional survey study examined teachers’ conceptions and practices of classroom assessment and the relationships between them. Data were collected using a questionnaire from 228 mathematics teachers who were randomly selected from 98 primary schools. The result revealed that teachers mostly agreed to accountability and improvement conceptions and slightly agreed to the irrelevance conception of assessment. They also practiced mixed and different assessment types though they were focused practicing more on the assessment of learning. The moderate and positive relationship found between teachers’ assessment conceptions and practices (subgroups) revealed that the conceptions that teachers have about classroom assessment influenced their practices and it can account for only 27.3% of the variation in their practices. The study suggests that teachers practiced assessment consistent with their conceptions.

摘要

虽然对评估有很多了解，但一项研究教师持有的概念及其与他们在数学课堂上的实践的关系对于教育工作者来说至关重要，需要进一步调查。这项横断面调查研究考察了教师对课堂评估的概念和实践以及它们之间的关系。数据是通过从 98 所小学中随机抽取的 228 名数学教师的问卷收集的。结果显示，教师大多同意问责和改进的概念，略微同意评估的无关性概念。尽管他们更多地专注于对学习的评估，但他们也练习了混合和不同的评估类型。教师评价观念与实践（亚组）之间存在中度和正相关关系，表明教师对课堂评价的观念影响了他们的实践，仅占其实践变化的27.3%。研究表明，教师进行的评估与他们的概念一致。