Journal for Educators, Teachers and Trainers

Abstract

Given issues related to differences in learner characteristics, effective sampling across the content domain and recent emphases on assessing meaningfully contextualized abilities and higher-order cognitive processes, the ʻtraditionalʼ mathematics test arguably does not provide a valid measure of student ability. Consequently, there is a need to incorporate alternative methods of assessment that are able to effectively assess the range of studentsʼ mathematical abilities. This article try to understand the assessment methods that mathematics secondary teachers use to assess their students, mainly this study will try to spot the light on 1- The main methods employed by Mathematics teachers, 2- Reported use of alternative assessment, 3- Desirable assessment methods, 4- Teachersʼ satisfactions with traditional methods. Results showed that teachers mainly use written exams to assess their student, they reported using some alternative assessment but sporadically, the teachers showed dissatisfaction with the methods they use and they prefer using direct observation to assess their students. And finally the teachers gave some suggestions for improving the current assessment Practices.