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Mathematics Teachers' Self-Reported Practices of Formative Assessments in Teaching Mathematics Online

Author

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  • Krishna Prasad Adhikari

    (Tribhuvan University, Nepal)

  • Dirgha Raj Joshi

    (Tribhuvan University, Nepal)

  • Shashidhar Belbase

    (College of Education, United Arab Emirates University, UAE)

  • Lekhnath Sharma

    (Tribhuvan University, Nepal)

  • Bishnu Khanal

    (Tribhuvan University, Nepal)

Abstract

The current study examined the mathematics teachers' awareness toward and practices of different forms of assessments (of, for, and as learning) in teaching mathematics online during the pandemic. A cross-sectional online survey design was applied among 450 high school mathematics teachers in Nepal. Mean, standard deviation, Mann-Whitney and Kruskal Wallis tests, and structural equation modeling (SEM) were major statistical techniques used in the research. The findings of the study indicated that the level of formative assessment practices in mathematics teaching was found to be high during online classes. Age, gender, teaching experience, time for online classes, and mode of the online learning environment (OLE) are determinant factors associated with the assessment component and strategy, assessment of learning, for learning, and as learning. Assessment strategy and its components are significant predictors of the assessment for and as learning, whereas the assessment component is a significant predictor of the assessment of learning.

Suggested Citation

  • Krishna Prasad Adhikari & Dirgha Raj Joshi & Shashidhar Belbase & Lekhnath Sharma & Bishnu Khanal, 2023. "Mathematics Teachers' Self-Reported Practices of Formative Assessments in Teaching Mathematics Online," International Journal of Online Pedagogy and Course Design (IJOPCD), IGI Global, vol. 13(1), pages 1-19, January.
    • Handle: RePEc:igg:jopcd0:v:13:y:2023:i:1:p:1-19
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