Secondary mathematics teachers’ beliefs about mathematics assessment and components that influence these beliefs

Anastasios N. Barkatsas; John A. Malone

doi:10.7146/nomad.v10i2.147161

Authors

Anastasios N. Barkatsas
John A. Malone

DOI:

https://doi.org/10.7146/nomad.v10i2.147161

Abstract

The espoused beliefs of 465 secondary mathematics teachers regarding mathematics assessment are the focus of this study. The data for this investigation were collected using a 19 items questionnaire. There is evidence from this study that there are teachers who espouse a ’socio-constructivist’ orientation to mathematics assessment, teachers who espouse a ’problem solving’ orientation to mathematics assessment and teachers who espouse an ’accountability’ orientation to mathematics assessment.

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