| || || Mathematical ability -- Testing|
| || || Teachers developing and implementing portfolio assessment in mathematics : a case study in Fiji|
Author: Dayal, Hem Chand
Institution: The University of the South Pacific
Subject: Mathematics -- Study and teaching -- Fiji -- Evaluation, Mathematical ability -- Testing
Call No.: Pac QA 14 .F5 D39 2017
Copyright:10-20% of this thesis may be copied without the authors written permission
Abstract: Mathematics teaching in schools has undergone many changes following research in cognitive psychology, mathematics and mathematics education. This has led to new roles for the mathematics teacher. This has had implications for the way mathematics is taught and how mathematical knowledge is assessed. The overall aim of this study was to provide teachers with an opportunity to develop and implement portfolio assessment in Year 9 mathematics classes. The related objectives included: (i) exploring secondary mathematics teachers’ beliefs, (ii) engaging mathematics teachers in professional development, and exploring their views of the professional development, (iii) having teachers implement portfolio assessment in their classes, and (iv) exploring the views of teachers and students on portfolios as a means of assessing mathematical learning. This study began by investigating mathematics teachers’ beliefs about mathematics and mathematics teaching. A new dimension to teacher beliefs was included – teachers’ beliefs about assessment. Research has suggested that teachers’ beliefs about a subject and teaching are closely related to their classroom practice. One of the implicit aims of the current study was to explore the relationship between teacher beliefs and classroom practices.