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首页> 外文期刊>Journal of Education and Practice >Teachers’ Perception and Practices Towards Continuous Assessment of Mathematics Classes: The Case of Secondary School in Wolaita Zone, Snnpr Region
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Teachers’ Perception and Practices Towards Continuous Assessment of Mathematics Classes: The Case of Secondary School in Wolaita Zone, Snnpr Region

机译：教师对数学课的持续评估的认识和实践：以Snnpr地区Wolaita地区的中学为例

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Now-a-days a paradigm shift in the educational system from teacher-centered to the modern mode of active learning is getting progress. Along with this, the issue of continuous assessment has been addressed to maintain the quality of education. This study is aimed at investigating how high school mathematics teachers have perceived continuous assessment, looking into how it is being practiced and finding out the major problems encountered during its implementation in mathematics teaching. The subjects of this study were mathematics teachers from purposively selected high schools in Wolaita Zone in SNNPR Region. By availability sampling procedure, all private high schools were also included in this study. As tools of data collection, questionnaire, informal interviews and focus group discussion were employed. The data were analyzed using methods of descriptive statistics and Linkert type scale. Linkert type of scale results revealed that the frequency of continuous assessment practice was affected by various factors. Class size, Job commitment, Additional training, and additional incentives had a strong influence on frequency of continuous assessment practice. With regard to the perception, the results revealed that most mathematics teachers viewed continuous assessment as an assessment strategy that is beyond testing though they do not use a variety of assessment techniques in their mathematics teaching. Moreover, the findings indicated that continuous assessment has not been fully practiced in high school mathematics teaching yet as desired. It was then concluded that even though a considerable proportion of mathematics teachers have a clear concept of continuous assessment, they do not use different arrays of it. In addition to this, continuous assessment has not been properly implemented in the selected schools. To overcome this, it was suggested that on the-job training and incentives to mathematics teachers as a means of motivation, reduction of the class size and adequacy of materials should be given prior attention.
机译：如今，教育系统的范式正在从以教师为中心转变为主动学习的现代模式。同时，持续评估的问题已经解决，以保持教育质量。这项研究旨在调查高中数学老师对连续评估的看法，调查如何进行评估，并找出在数学教学中实施评估过程中遇到的主要问题。这项研究的对象是SNNPR地区Wolaita地区有意选拔的中学的数学老师。通过可用性抽样程序，所有私立高中也包括在本研究中。作为数据收集的工具，使用了问卷调查，非正式访谈和焦点小组讨论。使用描述性统计方法和Linkert类型量表对数据进行分析。 Linkert类型的量表结果表明，持续评估实践的频率受各种因素影响。班级规模，工作承诺，额外培训和其他奖励措施对持续评估实践的频率有很大影响。关于感知，结果表明，尽管数学教师并未在数学教学中使用多种评估技术，但他们将连续评估视为一种超越考试的评估策略。此外，研究结果表明，高中数学教学中尚未完全按照需要进行连续评估。然后得出的结论是，即使相当一部分数学老师都有明确的持续评估概念，但他们并未使用不同的评估方法。除此之外，所选学校还没有适当地进行持续评估。为了克服这个问题，有人建议在数学培训和激励方面作为一种激励手段，应事先注意减少班级人数和材料的充分性。

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