Date

8-2016

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Daniel N. Baer

Keywords

Assessment for Learning, Assessment in Mathematics, Assessment Practices, Classroom Assessment, Classroom Evaluation, Teachers' Assessment

Disciplines

Curriculum and Instruction | Educational Assessment, Evaluation, and Research | Educational Leadership | Other Education | Science and Mathematics Education

Abstract

This causal-comparative study compared the mean scores on the measures to determine if there were differences in perceived frequency of usage and perceived skill in usage of classroom assessment practices between mathematics teachers in urban secondary schools and mathematics teachers in rural secondary schools in England. The study comprised 109 participants selected by a random sampling method. The sample consisted of 53 mathematics teachers from urban secondary schools and 56 mathematics teachers from rural secondary schools drawn from a population of secondary school mathematics teachers in England. The Assessment Practices Inventory (API) was used to collect data from the participants in the study. The independent sample t- test was used to analyze the data in the study. The study determined that statistically significant differences exist in perceived frequency of usage of classroom assessment practices between mathematics teachers in urban secondary schools (M = 193.02, SD =72.78) and mathematics teachers in rural secondary schools in England (M = 157.84, SD = 58.25); t (107) = 2.794, p = .006. Mathematics teachers in urban secondary schools were found to have perceived themselves as using the surveyed assessment categories more frequently than mathematics teachers in rural secondary schools in England, with a moderate effect size (d = .53). The study also determined statistically significant differences in perceived skill in usage of classroom assessment practices in mathematics between mathematics teachers in urban secondary schools (M = 179.54, SD = 75.76) and mathematics teachers in rural secondary schools in England (M = 146.20, SD = 60.96); t (107) = 2.539, p = .013. Mathematics teachers in urban secondary schools were found to perceive themselves as more skilled in using classroom assessment practices than mathematics teachers in rural secondary schools in England, with a moderate effect size (d = .48)

Download

Share

COinS