AN INVESTIGATION OF ASSESSMENT TECHNIQUES USED BY MATHEMATICS TEACHERS

Abstract

This study was conducted to investigate the assessment techniques used by mathematics teachers, grade 10 in focus. Specifically, to gain an understanding of extent to which teachers use different assessment methods and teaching processes. The investigation adopted descriptive survey which intended to produce statistical information about an issue under the study. The data were obtained from students and mathematics teachers of Wachiga esho, Ges uba and Mure secondary schools. For questionnaire survey, 122 students were selected by u sing simple random sampling method and 8 mathematics teachers were purposively chosen as representative samples. The study used a questionnaire and interview as main sources of data collection from both the students and mathematics teachers. The data were analyzed by using the methods of descriptive statistics and Linkert type. The study revealed that though teachers have understanding about the importance of classroom assessment, they are influenced by a number of challenges. As it was observed that lack of teachers' commitment, the lack of knowledge about to effectively use assessment techniques, the lack of timely training regarding assessment techniques, students' misbehavior and absenteeism,inadequay of school resources, large number of students per classroom, and a time limit for provision of feedback. Conclusion of this study was different types of classroom assessment techniques are used to enhance students' progress. Such techniques home-take assessments, written teacher-made tests, review exercises and group assignments that can be made in a term and yearly basis. Therefore, it is recommended that, teachers require professional training in relation to how they can use various assessment methods, tools and techniques in order to plan and design future lesson.