Physics, Chemistry and Mathematics Techers’ Approaches to Assessment Tools and Their Assessment Practices

Abstract

In this study, mathematics, physics and chemistry teachers’ approaches and their knowledge about assessment tools and their assessment practices are explored. The instrument developed by researchers was given to 121 teachers. Data analysis revealed that teachers’ knowledge about achievement tests and questioning was high, whereas their knowledge of alternative assessment tools such as portfolios, concept maps, journals and experiment reports was low. It was identified that these four alternative assessment tools were ranked lowest in terms of frequency of usage, importance attached and reliance upon. In addition, it was observed that there is a variation on teachers’ approaches to these tools. The two most valued and important tools were found to be participation and effort. The use of assessment practices didn’t differ with respect to gender and experience, however physics and mathematics teachers’ use of traditional tools was observed to be significantly different.