Teachers- use of classroom assessment in primary school mathematics education in Jambi Indonesia
Silvia Fitriani(a), Ratu Ilma Indra Putri(b), and Zulkardi(b)
1. Pendidikan Matematika, Universitas Batanghari Jambi, Jl. Slamet Riyadi, Jambi 36122, Indonesia
2. Universitas Sriwijaya, Jl. Srijaya Negara, Bukit Lama, Palembang 30139, Indonesia
Abstract
This paper reports on a survey of the classroom assessment practices of Jambi city primary school teachers in mathematics education. We investigated, using questionnaire, how teachers- assessment methods, purpose, and beliefs about the usefulness of assessment are related. In total 100 teachers at 80 from 3 primary schools responded to the questionnaire. Observation-based assessment methods of questioning, observing, and correcting written work, were the most frequently – that is weekly – applied methods, whereas instrument-based methods, particularly using textbook test and student monitoring tests were employed several times a year. Teachers used assessment mainly for formative purpose and they considered the assessment methods they used themselves as most relevant.
Keywords: Classroom assessment; primary school; mathematics education; survey study
Topic: Mathematics Education