Transformative Assessment Practices in Mathematics Classes: Lesson from Schools in Jimma, Ethiopia
Transformative assessment is a classroom assessment aimed at changing both how teachers teach and students learn a lesson. Nowadays, this kind of assessment needs to be practiced to encourage teachers to be creative and flexible when designing their assessments and for students to be reflective and...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
De Gruyter
2023-11-01
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| Series: | Open Education Studies |
| Subjects: | |
| Online Access: | https://doi.org/10.1515/edu-2022-0206 |
| _version_ | 1797629186691563520 |
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| author | Abate Melaku Takele Wedajo Abbi Lemma Hunde Adula Bekele |
| author_facet | Abate Melaku Takele Wedajo Abbi Lemma Hunde Adula Bekele |
| author_sort | Abate Melaku Takele |
| collection | DOAJ |
| description | Transformative assessment is a classroom assessment aimed at changing both how teachers teach and students learn a lesson. Nowadays, this kind of assessment needs to be practiced to encourage teachers to be creative and flexible when designing their assessments and for students to be reflective and take responsibility for their learning. Hence, this qualitative study aimed to examine mathematics teachers’ practices of transformative assessment and the associated challenges. Data collected from eight teachers using semi-structured interviews and lesson observations were analysed thematically. It was found that teachers did, in fact, not provide evidence of practicing transformative assessment in their teaching. There was an attempt to align assessment to learning outcomes even though the assessment practice utilized remained traditional. Teachers’ assessment practices focused on fast-learners while leaving behind the majority, lacking balance and equity. Teacher, student, and school-related factors were the main challenges facing the teachers during assessment practices. The study presents possible strategies by which transformative assessment practices in mathematics teaching can be developed, implemented, and sustained to improve students’ learning. |
| first_indexed | 2024-03-11T10:50:43Z |
| format | Article |
| id | doaj.art-22b92d15fbe74433840f440d88048179 |
| institution | Directory Open Access Journal |
| issn | 2544-7831 |
| language | English |
| last_indexed | 2024-03-11T10:50:43Z |
| publishDate | 2023-11-01 |
| publisher | De Gruyter |
| record_format | Article |
| series | Open Education Studies |
| spelling | doaj.art-22b92d15fbe74433840f440d880481792023-11-13T18:27:44ZengDe GruyterOpen Education Studies2544-78312023-11-01511910.1515/edu-2022-0206Transformative Assessment Practices in Mathematics Classes: Lesson from Schools in Jimma, EthiopiaAbate Melaku Takele0Wedajo Abbi Lemma1Hunde Adula Bekele2Department of Mathematics Education, Jimma College of Teachers’ Education, P.O. Box 95, Jimma, EthiopiaDepartment of Teacher Education and Curriculum Studies, Jimma University, P.O. Box 378, Jimma, EthiopiaDepartment of Curriculum and Instructional Sciences, Kotebe University of Education, P.O. Box 31245, Addis Ababa, EthiopiaTransformative assessment is a classroom assessment aimed at changing both how teachers teach and students learn a lesson. Nowadays, this kind of assessment needs to be practiced to encourage teachers to be creative and flexible when designing their assessments and for students to be reflective and take responsibility for their learning. Hence, this qualitative study aimed to examine mathematics teachers’ practices of transformative assessment and the associated challenges. Data collected from eight teachers using semi-structured interviews and lesson observations were analysed thematically. It was found that teachers did, in fact, not provide evidence of practicing transformative assessment in their teaching. There was an attempt to align assessment to learning outcomes even though the assessment practice utilized remained traditional. Teachers’ assessment practices focused on fast-learners while leaving behind the majority, lacking balance and equity. Teacher, student, and school-related factors were the main challenges facing the teachers during assessment practices. The study presents possible strategies by which transformative assessment practices in mathematics teaching can be developed, implemented, and sustained to improve students’ learning.https://doi.org/10.1515/edu-2022-0206transformative assessmentqualitative inquirymath teacherschallengesethiopia |
| spellingShingle | Abate Melaku Takele Wedajo Abbi Lemma Hunde Adula Bekele Transformative Assessment Practices in Mathematics Classes: Lesson from Schools in Jimma, Ethiopia Open Education Studies transformative assessment qualitative inquiry math teachers challenges ethiopia |
| title | Transformative Assessment Practices in Mathematics Classes: Lesson from Schools in Jimma, Ethiopia |
| title_full | Transformative Assessment Practices in Mathematics Classes: Lesson from Schools in Jimma, Ethiopia |
| title_fullStr | Transformative Assessment Practices in Mathematics Classes: Lesson from Schools in Jimma, Ethiopia |
| title_full_unstemmed | Transformative Assessment Practices in Mathematics Classes: Lesson from Schools in Jimma, Ethiopia |
| title_short | Transformative Assessment Practices in Mathematics Classes: Lesson from Schools in Jimma, Ethiopia |
| title_sort | transformative assessment practices in mathematics classes lesson from schools in jimma ethiopia |
| topic | transformative assessment qualitative inquiry math teachers challenges ethiopia |
| url | https://doi.org/10.1515/edu-2022-0206 |
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