Towards effective assessment practices of mathematics in middle schools

Abstract

The primary purpose of this study was to determine the manner in which assessment in mathematics is carried out in the Middle Schools. The study further identified problems educators encountered in assessing learners in mathematics and suggested possible solutions to problems encountered by educators in assessing learners in mathematics. Data was collected through questionnaires responded to by Middle Schools' mathematics educators and through the structured interview. Senior Phase mathematics educators responded to the questionnaire, which contained a blend of both dosed and open-ended questions. Educators took part in the structured interview in which a tape recorder was used. The study established that educators find it challenging to assess learners' mathematics work within the context of Outcomes Based Education and Curriculum 2005, even though the research was able to establish that in-service workshops on assessment in mathematics were conducted. Perhaps this calls for a new approach in conduction in-service workshops. Central to the recommendations of this research is a suggestion that there is a need for in-service workshops, which should focus on areas such as skills to be assessed in homework, class work, tests, examinations, projects, investigative activities and assignments. It was further recommended that educators should be trained on how to prepare rubrics for assessment of learners' mathematics work.