Current Situation and Issues of Continuous Assessment System in Mathematics Education of Nepal

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Continuous Assessment System (CAS) is a formative type of student assessment carried out during teaching-learning activities in the classroom. The prime concern of this study is to identify the current situation and issues of CAS in the mathematics classroom, and if there are any issues, to indicate some remedies for them. Seventy-nine primary mathematics teachers and nine instructors were selected as samples. The questionnaires, interviews, observations, and focus-group discussions were used as data collection tools. According to the data analysis, most of the respondents mentioned that in teacher training, there is no time for discussion and practical sessions on how to make a plan and use practically CAS tools in students' evaluation, in other words, how to use students' evaluation information to improve their learning. It was also clarified that most teachers do not use CAS evaluation criteria (tools) and give ticks (score) to their students without any real assessment. Thus, they are possibly not able to use the students' evaluation information to improve their learning. For improving the implementation of CAS in the mathematics classroom, teacher training should be practice-based and focused on how to make a plan of CAS and use its tools for students' assessment and how to use assessment information to improve their learning. The government should encourage all teachers to implement CAS in classroom instruction and provide a favorable environment for teachers to share good practices of CAS.

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