A plan for implementing a specific assessment method.
Published in Chapter:
Assessment in Mathematics Education: An Inquiry Into Methods and Skills Assessed in the Era of Globalization
Vedaste Mutarutinya (University of Rwanda, Rwanda),
Sudi Balimuttajjo (Mbarara University of Science and Technology, Uganda),
Marcellina Andrea Mjenda (University of Rwanda, Rwanda & The University of Dodoma, Tanzania),
Robert Wakhata (University of Rwanda, Rwanda),
Angel Mukuka (Walter Sisulu University, South Africa), and
Joseph Njiku (Dar es Salaam University College of Education, University of Dar es Salaam, Tanzania)
Copyright: © 2024
|Pages: 29
DOI: 10.4018/979-8-3693-2873-6.ch006
Abstract
This chapter is based on the systematic review that investigates assessment methods in mathematics education in the global era where pertinent skills to address specific problems are at the centre of assessment purposes. Of 442 records obtained from Google Scholar, 50 studies published between 2013 and 2023 were reviewed. These studies, sourced from journals, conference proceedings, and book chapters indexed by Scopus, were analysed using document and thematic analysis. The review aimed to identify the assessment methods applied, the specific skills measured, and how these methods are implemented. Findings revealed that formative assessment, including performance-based, peer, oral, observation, written tests, portfolios, self, and open-ended methods, is central to classroom practices. These methods assessed mathematical and generic skills such as problem-solving, reasoning, thinking, representations, conceptual understanding, and feedback generation. The review provides insights into these methods and their implications for mathematics education in the globalized era.