ANALYSIS OF CURRENT ASSESSMENT PRACTICES IN MATHEMATICS

Abstract

The purpose of the paper is to analyze existing assessment practices in mathematics assessment as stipulated in the mathematics curriculum for the 10th class, formulated in 2006 by the Ministry of Education in to identify issues and problems while implementing the objectives of the Curriculum concerning mathematical assessment. The study was conducted in the district minister of cirrhosis, and an assembly of trained teachers was selected by the purposive sampling techniques. The sample represented rural, Urban, and male and female Primary school teachers. Focus Group Discussion was used as a Data Collection technique. The data suggest that mathematics teachers perceive assessment as a classroom test that teachers administer a students at specified date intervals. The teacher indicates that they were not provided any opportunity to refresh their skills in teaching and assessing mathematics. Teachers think that the mathematics textbooks are developed in such a way that they do not contain various types of tests for children. The majority of teachers use textbooks as teaching resources. Teachers preferred assessment techniques as paper-and-pencil tests. The study recommends that teacher who has a mathematical background, qualification, and interest may be provided the opportunity for teaching mathematics. Secondary school teachers should be provided opportunities for professional development in mathematics. The content of the professional development program should be designed taking into view the mathematical needs of teachers, and the district education department may ensure the proper implementation of this curriculum.