A study of students' attitude towards teachers' assessment strategies in mathematics

Abstract

This pilot study sought to investigate students' attitudes towards teachers' assessment strategies in mathematics. The study addressed the following research questions: 1) Are Form 3 students exposed to a variety of assessment strategies? 2) Do Form 3 students differ in their attitudes towards assessment strategies? and 3) Do students prefer alternative assessment strategies to traditional tests in mathematics? Data were collected from 37 Form 3 students of one class at a girls' secondary school in Trinidad and Tobago, through a checklist, a Likert rating scale, and interviews. The study revealed that a limited variety of assessment strategies is employed in the class and that students differ in their attitudes to these strategies