Secondary School Mathematics Teachers Perceptions on Continuous Assessment in Guraghe Zone

Abstract

Assessment is a vital instrument for enhancing teaching and learning. Perceptions that teachers have on assessment are likely to influence their assessment practices. This study explored perceptions of secondary school mathematics teachers on assessment. A total of 80 Guraghe Zone mathematics teachers were involved in the study. A questionnaire comprising questions that required establishing demographic information of participants as well as their perceptions on assessment was used. Results show that the overall respondents’ perception towards practices of continuous assessment has mean 3.630 and standard deviation 1.210. Perceptions on assessment show that items on the role of assessment in making students concentrate their efforts in learning, making students confident in their final examination and usefulness of feedback in enhancing students’ performance were strongly agreed or agreed by a large proportion of the participants.

DOI: 10.7176/RHSS/11-1-02

Publication date: January 31^st 2021