Diagnostic Assessment Knowledge and Practices among Secondary School Mathematics Teachers in Dodoma, Tanzania

Marcellina Mjenda; Vedaste Mutarutinya; Dickson Owiti

doi:10.51867/ajernet.4.2.114

Authors

Marcellina Mjenda University of Rwanda-College of Education (UR-CE), African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), Rwanda; The University of Dodoma, College of Natural and Mathematical Sciences, Department of Mathematics and Statistics https://orcid.org/0000-0003-1071-6670
Vedaste Mutarutinya University of Rwanda-College of Education (UR-CE), African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), Rwanda https://orcid.org/0000-0001-6116-8219
Dickson Owiti Department of Science & Mathematics Education, Masinde Muliro University of Science & Technology, Kenya https://orcid.org/0000-0002-3940-1077

DOI:

https://doi.org/10.51867/ajernet.4.2.114

Keywords:

Assessment, Diagnostic Assessment, Cognitive Assessment, Non-Cognitive Assessment

Abstract

This study examined how secondary mathematics teachers understand and implement diagnostic assessments in their mathematics classes. To understand how mathematics teachers conceptualize diagnostic assessment and how they put it into practice, the study conducted in-depth interviews with 20 secondary school mathematics teachers using a phenomenography research approach and analyzed them thematically. The results showed that most mathematics teachers are unfamiliar with the concept of diagnostic assessment, misunderstand its role in the teaching and learning process, and refrain from using it because they don't know how to do so efficiently. Due to the overcrowding in classes and the widespread failure of national examinations, the few people who understood the concept admitted to not implementing it. The study recommends professional development for mathematics teachers to improve their conceptual understanding of diagnostic assessment as well as their capacity to integrate it in classrooms to improve the teaching and learning of mathematics and hence improve students' performance in the subject.

References

Airasian, P.W. (2005). Classroom Assessment: Concepts and Applications. 5th Edn, McGraw-Hill, Boston, ISBN: 0-07-248869-7

Ary, D., Jacobs, L., Razavieh, A., & Sorensen, C. K. (2010). Introduction to Research in Education (8th ed.), NY: Hult Rinehart & Winston, New York.

Azim, S., Khan, M. (2012). Authentic assessment: An instructional tool to enhance students learning. Academic Research International, 2(3), 314-320. https://ecommons.aku.edu/pakistan_ied_pdcc/11

Barton, P. E. (2002). Staying on Course in Education Reform. Princeton, NJ: Statistics & Research Division, Policy Information Center, Education Testing Service

Black, P. & Wiliam, D. (2018). Classroom assessment and pedagogy assessment in education: Principles, Policy & Practice, 25(1), 1-25. https://doi.org/10.1080/0969594X.2018.1441807 DOI: https://doi.org/10.1080/0969594X.2018.1441807

Borghans, L., Meijers, H., & Terweel, B. (2008). The role of non-cognitive skills in explaining cognitive test scores. Economic Inquiry, 46(1), 2-12. Doi:10.1111/j.1465-7295.2007.00073.X DOI: https://doi.org/10.1111/j.1465-7295.2007.00073.x

Brookhart, S. M., & Nitko, A. J. (2019). Educational assessment of students. Upper Saddle River, NJ: Pearson.

Brown, L.T. (2018). Assessment of student achievement. Routledge: CRC Press.

https://doi.org/10.4324/9781315162058 DOI: https://doi.org/10.4324/9781315162058

Clarke, V., Braun, V., & Hayfield, N. (2015). Thematic analysis. Qualitative psychology: A practical guide to research methods, 3, 222-248.

Clarke-Midura, J., & Dede, C. (2010). Assessment, technology, and change. Journal of Research on Technology in Education, 42(3), 309-328.

https://doi.org/10.1080/15391523.2010.10782553 DOI: https://doi.org/10.1080/15391523.2010.10782553

Conforme, D. F. I., Romero, A. L. C., Romero, D. C., & Laz, E. M. S. A. (2019). Application of diagnostic assessment on beginning school year. International Research Journal of Management, IT and Social Sciences, 6(5), 53-59.

https://doi.org/10.21744/irjmis.v6n5.701 DOI: https://doi.org/10.21744/irjmis.v6n5.701

Conley, D. T., McGaughy, C., Kirtner, J., van der Valk, A., Martinez-Wenzl, M. T. (2010). College readiness practices at 38 high schools and the development of the College Career Ready School Diagnostic tool. Paper presented at the 2010 annual conference of the American Educational Research Association, Denver, CO.

Creswell, W., & Creswell, J. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th edition). SAGE Publications Ltd.

Crossley, James. (2017). Assessing the Non-Cognitive Domains. IGI Global. https://doi.org/10.4018/978-1-5225-0531-0.ch018 DOI: https://doi.org/10.4018/978-1-5225-0531-0.ch018

Crossley, S. A., Kyle, K., & McNamara, D. S. (2017). Sentiment analysis and social cognition engine (SEANCE): An automatic tool for sentiment, social cognition, and social order analysis. Behavior Research Methods 49(3), 803-821.

https://doi.org/10.3758/s13428-016-0743-z DOI: https://doi.org/10.3758/s13428-016-0743-z

Deluca, C.,Luu, K., Sun, Y., & Klinger,A.D. (2012). Assessment for learning in the classroom: Barriers to implementation and possibilities for teacher professional learning. Assessment Matters, 4, 5-29.

https://doi.org/10.18296/am.0104 DOI: https://doi.org/10.18296/am.0104

Diamond, A., Barnett, W.S., Thomas, J., Munro, S. (2007). Preschool program improves cognitive control. Science. 3(18), 1387-1388.

https://doi.org/10.1126/science.1151148 DOI: https://doi.org/10.1126/science.1151148

Fuchs, L. S., Fuchs, D., Hosp, M., & Hamlett, C. L. (2003). The potential for diagnostic analysis within curriculum-based measurement. Assessment for Effective Intervention, 28(3&4), 13-22

https://doi.org/10.1177/073724770302800303 DOI: https://doi.org/10.1177/073724770302800303

Gaelle, P., Puerta, S., Laura, M., Alexandria, V., Tania, R. (2014). "STEP Skills Measurement Surveys: Innovative Tools for Assessing Skills." Social protection and labor discussion paper; no. 1421. World Bank Group, Washington, DC. https://openknowledge.worldbank.org/handle/10986/19985 License: CC BY 3.0 IGO."

Green, M.F., &Horan, W.P. (2010). Social cognition in schizophrenia. Current Directions in Psychological Science, 19(24), 3-8

https://doi.org/10.1177/0963721410377600 DOI: https://doi.org/10.1177/0963721410377600

Hanna, S., Dalibor, S., & Ruta, M. (2017). "Assessment practices for 21st century learning: review of evidence." NESET II report, 2017.

HOR, T. (2015). The Cognitive Diagnostic Assessment of the Learning of Algebraic Expressions for Form Two Students. Eprints USM.

Hutama, C. B. (2019). Learners' perceptions of assessment strategies in higher education. Journal of Education and e-Learning Research, 6, 76-81.

https://doi.org/10.20448/journal.509.2019.62.76.81 DOI: https://doi.org/10.20448/journal.509.2019.62.76.81

Jennifer, J., Sheelagh, H., Christopher, B., & Christopher, B. (2013). Enhancing learning through formative assessment. Innovations in Education and Teaching International. 51(37-41). 10.1080/14703297.2013.771970.

Kahembe, J. J. (2017). Teachers' conceptions and practices of assessment and factors that influenced them in Tanzania (Thesis, University of Hong Kong, Pokfulam, Hong Kong SAR).

Kapambwe, M.W. (2010). The implementation of school-based continuous assessment (CA) in Zambia. Educational Research and Reviews, 5(99-107). http://www.academicjournals.org/ERR

Kemp, S., & Scaife, J. (2012). Misunderstood and neglected? Diagnostic and formative assessment practices of lecturers. Journal of Education for Teaching, 38(2), 181-192.

https://doi.org/10.1080/02607476.2012.656443 DOI: https://doi.org/10.1080/02607476.2012.656443

Kennedy, K. J., Chan, J. K. S., Fok, P. K., & Yu, W. M. (2008). Forms of assessment and their potential for enhancing learning: conceptual and cultural issues. Educational Research for Policy and Practice, 7, 197–207. DOI: https://doi.org/10.1007/s10671-008-9052-3

Ketterlin-Geller, Leanne R. and Yovanoff, Paul (2009). Diagnostic Assessments in Mathematics to Support Instructional Decision Making. Practical Assessment, Research & Evaluation, 14(16). Available online: http://pareonline.net/getvn.asp?v=14&n=16.

Kitta, S., & Likinjie, M. (2020). What are the relevant techniques for assessing mathematics in the context of a competency-based curriculum? Turkish Journal of Teacher Education, 9(2), 120-133. https://doi.org/10.1007/s10671-013-9145-5 DOI: https://doi.org/10.1007/s10671-013-9145-5

Kyaruzi, F., Strijbos, J. W., Ufer, S., & Brown, G. T. (2019). Students' formative assessment perceptions, feedback use, and mathematics performance in secondary schools in Tanzania. Assessment in Education: Principles, Policy & Practice, 26(3), 278-302.

https://doi.org/10.1080/0969594X.2019.1593103 DOI: https://doi.org/10.1080/0969594X.2019.1593103

Kyaruzi, F., Strijbos, J-W., Ufer, S., & Brown, G. T. L. (2018). Teacher AfL perceptions and feedback practices in mathematics education among secondary schools in Tanzania. Studies in Educational Evaluation, 59, 1-9. https://doi.org/10.1016/j.stueduc.2018.01.004 DOI: https://doi.org/10.1016/j.stueduc.2018.01.004

Lee, C. (2006). Language for Learning Mathematics - Assessment for Learning in Practice. New York: Two Penn Plaza

Linn, R.L., & Miller, M. D. (2005). Measurement and Assessment in Teaching. 9th Edn., Pearson, New Jersey, ISBN: 0-13-127393-0, pp: 250-256

Lipnevich, A. A., & Roberts, R. D. (2012). Noncognitive skills in education: Emerging research and applications in a variety of international contexts. Learning and Individual Differences, 22(2), 173-177.

https://doi.org/10.1016/j.lindif.2011.11.016 DOI: https://doi.org/10.1016/j.lindif.2011.11.016

Lipnevich, A. A., Krumm, S., MacCann, C., & Roberts, R. D. (2011). Math attitudes and mathematics outcomes in U.S. and Belarusian middle school students. Journal of Educational Psychology, 103, 105-118.

https://doi.org/10.1037/a0021949 DOI: https://doi.org/10.1037/a0021949

Mbwile, B., Ntivuguruzwa, C., & Mashood, K. K. (2023). Exploring the Understanding of Concept Inventories for Classroom Assessment by Physics Tutors and Pre-Service Teachers in Tanzania. African Journal of Research in Mathematics, Science and Technology Education, 27(1), 36-46.

https://doi.org/10.1080/18117295.2023.2183607 DOI: https://doi.org/10.1080/18117295.2023.2183607

Mahlambi, B. S. (2020). Assessment for learning: An approach towards enhancing quality in mathematics teaching and learning in grade 6. (Thesis. University of South Africa. South Africa).

Mazana, M. Y., Montero, C. S., & Casmir, R. O. (2020). Assessing students' performance in mathematics in Tanzania: the teacher's perspective. International Electronic Journal of Mathematics Education, 15(3), em0589.

https://doi.org/10.29333/iejme/7994 DOI: https://doi.org/10.29333/iejme/7994

Merriam, S. B. (2002). Qualitative research in practice: Examples for discussion and analysis (pp. 3-17). Jossey-BASS.

Miller, M. D., Linn, R. L., & Gronlund, N. F. (2009). Measurement and assessment in teaching. Upper Saddle River, NJ: Merrill-person.

Mjenda, M., Mutarutinya, V., & Owiti, D. (2023a). Assessing the Effectiveness of Computer-Aided Instructional Techniques in Enhancing Students' 3D Geometry Spatial Visualization Skills Among Secondary School Students in Tanzania. International Journal of Learning, Teaching and Educational Research, 22(6), 613-637.

https://doi.org/10.26803/ijlter.22.6.31 DOI: https://doi.org/10.26803/ijlter.22.6.31

Mjenda, M., Mutarutinya, V., & Owiti, D. (2023b). Investigating secondary school mathematics teachers' knowledge, preparation, and use of assessment rubrics in teaching and learning 3D-geometry in Tanzania. International Journal of Education and Practice, 11(3), 557-571.

https://doi.org/10.18488/61.v11i3.3434 DOI: https://doi.org/10.18488/61.v11i3.3434

Mkimbili, S., & Kitta, S. K. R. (2020). The Rationale of continuous assessment for development of competencies in Tanzania secondary schools. Advanced Journal of Social Science, 6(1), 64-70. https://doi.org/10.21467/ajss.6.1.64-70 DOI: https://doi.org/10.21467/ajss.6.1.64-70

Muller, D. A., Depelsenaire, A. C., & Young, P. R. (2017). Clinical and laboratory diagnosis of dengue virus infection. The Journal of infectious diseases, 215(suppl_2), S89-S95.

https://doi.org/10.1093/infdis/jiw649 DOI: https://doi.org/10.1093/infdis/jiw649

National Council of Teachers of Mathematics (NCTM). (2000). Principles and Standards for School Mathematics. Reston, VA: NCTM.

Ndoye, A. (2017). Peer / Self-Assessment and Student Learning. Teaching and Learning in Higher Education, 29(2), 255-269. http://www.isetl.org/ijtlhe/ ISSN 1812-9129

Nisbet, S., & Warren, E. (2000). Primary school teachers' beliefs relating to mathematics, teaching and assessing mathematics and factors that influence these beliefs. Mathematics Teacher Education and Development, 2(34-47).

Pierre, G., Sanchez Puerta, M. L., Valerio, A., & Rajadel, T. (2014). "STEP skills measurement surveys: innovative tools for assessing skills. Social protection and labor discussion paper No. 1421. World Bank Group, Washington, DC. http://hdl.handle.net/10986/19985

PISA. (2012). Results in Focus; What 15-year-olds know and what they can do with what they know. www.oecd.org//pisa

Sa'ad, U.T., Adamu, A., Sadiq, M.A. (2014). The Causes of Poor Performance in Mathematics among Public Senior Secondary School Students in Azare Metropolis of Bauchi State, Nigeria. Research & Method in Education, 5, 32-40

https://doi.org/10.9790/7388-04633240 DOI: https://doi.org/10.9790/7388-04633240

Scott, S., Webber, F, C., Lupar, L. J., Aitken, N. & Scott, E. D. (2014). Fair and equitable assessment practices for all students, Assessment in Education: Principles, Policy & Practice, 21(1), 52-70. https://doi.org/10.1080/0969594X.2013.776943

Scott. (2014). Fair and equitable assessment practices for all students, Assessment in Education: Principles, Policy & Practice, 21(1), 52-70. https://doi.org/10.1080/0969594X.2013.776943 DOI: https://doi.org/10.1080/0969594X.2013.776943

Shepard, L. A., Penuel, W. R., & Pellegrino, J. W. (2018). Classroom assessment principles to support learning and avoid the harms of testing. Educational Measurement: Issues and Practice, 37(1), 52-57. https://doi.org/10.1111/emip.12195 DOI: https://doi.org/10.1111/emip.12195

Siarova, H., Sternadel, D., & Mašidlauskaitė, R. (2017). Assessment practices for 21st century learning: Review of evidence (NESET II Report). Luxembourg: Publications Office of the European Union. http://bit.ly/2VypWrn

Sun, Y., & Suzuki, M. (2013). Diagnostic assessment for improving teaching practice. International Journal of Information and Education Technology, 3(6), 607.

https://doi.org/10.7763/IJIET.2013.V3.345 DOI: https://doi.org/10.7763/IJIET.2013.V3.345

Suurtamm, C., Koch, M., & Arden, A. (2010). Teachers' assessment practices in mathematics: Classrooms in the context of reform. Assessment in Education: Principles, Policy & Practice, 17(4), 399-417. https://doi.org/10.1080/0969594X.2010.497469 DOI: https://doi.org/10.1080/0969594X.2010.497469

Treagust, D.F. (1995). Diagnostic assessment of students' science concepts. In S. Glynn and R. Duit (Eds) Learning science in the schools: Research reforming practice. New Jersey: Lawrence Erlbaum Associates, 327-346

Van der Kleij, F. M., Vermeulen, J. A., Schildkamp, K., & Eggen, T. J. (2015). Integrating data-based decision-making, assessment for learning, and diagnostic testing in formative assessment. Assessment in Education: Principles, Policy & Practice, 22(3), 324-343. https://doi.org/10.1080/0969594X.2014.999024 DOI: https://doi.org/10.1080/0969594X.2014.999024

Vygotsky, L. S. (1978). Mind and society: The development of higher psychological processes. Harvard University.

Wiliam, D. (2018). How can assessment support learning? A response to Wilson and Shepard, Penuel, and Pellegrino. Educational Measurement: Issues and Practice, 37(1), 42-44. https://doi.org/10.1111/emip.12192 DOI: https://doi.org/10.1111/emip.12192

William, F., & Kitta, S. (2021). Impact of Digital Content on Mathematics Teachers' Pedagogical Change: Experiences from Retooling of Secondary School Mathematics Teachers in Tanzania. Papers in Education and Development, 38(2).

Zhao, Z, (2013). An Overview of Studies on Diagnostic Testing and its Implications for the Development of Diagnostic Speaking. International Journal of English Linguistics, 3(1), 41-45.

https://doi.org/10.5539/ijel.v3n1p41 DOI: https://doi.org/10.5539/ijel.v3n1p41