An Instrument to Assess Secondary School Mathematics

Teachers Assessment Practice

Shafini Suhaimi
Sultan Idris Education University, Tanjong Malim, Malaysia
shafinisuhaimi@gmail.com

Mohd Faizal Nizam Lee Abdullah
Sultan Idris Education University, Tanjong Malim, Malaysia
faizalee@fsmt.upsi.edu.my

Mohd Sahandri Gani Hamzah
Sultan Idris Education University, Tanjong Malim, Malaysia
sahandri@fppm.upsi.edu.my

Che Nidzam Che Ahmad
Sultan Idris Education University, Tanjong Malim, Malaysia
nidzam@fsmt.upsi.edu.my

Mazlini Adnan
Sultan Idris Education University, Tanjong Malim, Malaysia
maszlini@fsmt.upsi.edu.my

Noraini Mohamed Noh
Sultan Idris Education University, Tanjong Malim, Malaysia
noraini.mn@fppm.upsi.edu.my


Abstract: The purpose of this study was to develop an instrument to assess
secondary school mathematics teacher's assessment practices. The instrument
employed a two-layer rubric scale. Based on literature, this instrument was
developed consisting of two main components: (1) mathematics teacher's
characteristics; and (2) mathematics teacher's assessment practices. For the
first component, the mathematics teacher's characteristics encompassed of
four constructs including teachers beliefs and values, teacher's knowledge,
teachers skills and teacher's attitudes. The second component, teacher's
practices comprised of five constructs including learning outcomes, subjects
blueprint, expected target result, folio A and folio B. The instrument will
inform us on mathematics teachers' assessment practices in the classroom.
With this information, various types of assessment tools in teaching and
learning mathematics can be developed.

Keywords: Assessment, instrument development, mathematics teachers


Introduction

Education process is divided into three main components namely teaching, learning and
assessment that complement each other to achieve optimal results. NCTM (2000) emphasized
that assessment as one of the six underlying principles of mathematics education stating that
assessment should support the learning of important mathematics and furnish useful
information to both teachers and students. Assessment plays an important role in examining
students understanding of a concept or skill being taught (Noraini, 2005). To fulfill this role,
assessment should be an ongoing process throughout teaching and learning. The three main
purposes of assessment are: (1) assessment of learning; (2) assessment for learning; and (3)
assessment as learning. Assessment of learning is intended to inform parents or the public
about the ability of student related to curriculum while assessment for learning is to allow
teachers to determine the next steps to be taken to enhance students learning (Azizi, 2010).
Assessment as learning is for students to monitor and self assess their own learning. In order
to achieve these purposes, various forms of assessment can be used by teachers such as
portfolios, projects and written assessment. Assessment usually focuses on individual
learning, learning environment, institutions involved and learning system (Azizi, 2010).
Therefore, the assessment process should be integrated with classroom activities so that
assessment carried out can improve the effectiveness of teaching and learning. Teachers
assessment practice is crucial to help improve student learning. Through this study, a two-
layer rubric scale instrument was developed to assess secondary school mathematics teachers
assessment practices. This instrument is hoped to help teachers identify their own assessment
practices.

Problem Statement

Assessment is an important phase in teaching and learning as it not only assesses what
students have learned and what they need to learn more but also helps teachers to identify
suitable and relevant instructions. Assessment at the beginning of the lesson helps teachers to
identify students existing knowledge, strengths and weaknesses that could determine the
appropriate method to employ in teachers instructional planning. During teaching and
learning, assessment carried out could help teachers assess students understanding and their
achievement in that particular subject. At the end of the lesson, assessment is used to
determine the level of acceptance of what students learned and plan the improvement from the
results obtained (McMillan, 2007). Classroom assessment includes a variety of students
feedback as well as discussion to measure and evaluate the quality of learning process that
took place (Azizi, 2010). The use of appropriate assessment can help teachers identify the
problems faced by students while obtaining feedback on teaching activities. There are variety
of assessment practices that can be adopted by teachers to improve the effectiveness of
teaching and learning. Despite the method used by teachers, classroom assessment should be
carried out continuously to help improve student learning in each teaching unit.

As such, teachers assessment practices in the classroom are vital to ensure the best
teaching and learning practices can be implemented. Thus through this study, a two-layer
rubric instrument was developed to assess secondary mathematics teachers assessment
practices. This two-layer rubric instrument provides a more detailed input which describes not
only score but also the scale according to their level of rubric scores. In addition, each item
can also be explained using their mean scores and a clearer descriptive description of either
weak, moderate or good is justified. Each item in this instrument will be accompanied by
significant and relevant rubric. Scale of each item is determined by the scale of five scores and
five rubrics for each item were evaluated using score 0, 1 or 2 (refer Table 2).



Objectives

The objective of this study is to develop a two-layer rubric instrument to assess secondary
school mathematics teachers assessment practices.

Research Question

The following questions will be used to address the objective of this study:
i. How the two-layer rubric instrument to assess secondary school mathematics teachers
assessment practices was developed?
ii. What is the content validity?
iii. What is the satisfactory level of reliability?

Conceptual Framework

The conceptual framework in Figure 1 shows a brief overview on the interrelationship
between the constructs that underlie the study employing the Stufflebeams (1960) evaluation
model context-input-process-product (CIPP) which describe four possible actions. The input
of this study is the demographic of secondary school mathematics teachers. The process
includes mathematics teachers characteristic as teachers beliefs and values, teachers
knowledge, teachers skills and teachers attitudes. Finally, the output consists of mathematics
teachers assessment practices related to subjects blueprint, learning outcomes, expected
target result, folio A and folio B. Folio A includes record keeping, data interpretation and
reporting while folio B consists of students enrichment, restoration and recognition.

Figure 1: Conceptual Framework

Construction of Instrument

The secondary school mathematics teachers assessment practices is divided into two main
components; (1) mathematics teachers characteristics; and (2) mathemat ics teachers
assessment practices. The components are described as follows:


An Instrument to Assess Secondary School Mathematics
Teachers Assessment Practices
Input Process Output
Teachers
demographic
1. Teachers beliefs and
values
2. Teachers knowledge
3. Teachers skills
4. Teachers attitudes
1. Subject blueprint
2. Learning outcomes
3. Expected target result
4. Folio A
5. Folio B
Mathematics Teachers Characteristics
There are several characteristic that should be possessed by teacher to form appropriate
assessment practices. Such characteristics can be divided into four constructs and these
constructs are mainly from the literature.

Teachers beliefs and values
Beliefs refer to confidence or feel definite about something while value refers to degree of
quality, status or standard (Kamus Dewan, 2005). Beliefs and values complement each other.
Teachers beliefs includes believes on students involvement in classroom (Song & Kim, 2010),
student self assessment (Mohamad Azhar & Shahrir, 2007), discussion on assessment criteria
between teacher and students (Kanjee et al., 2010) and also believes on the important of
teaching (Love & Kruger, 2005). Other than that most teachers felt that every student needs to
be noted in the process of planning instruction as students feedback are taken into
consideration to improve teaching. Mathematics education values refer to quality instilled
through teaching and learning practices (Mohd Uzi, 2007). An example of Mathematics values
is asking student to review the solution of the problems they engaged with. Mathematics
education is essentially the value under pedagogy and socio-cultural consideration that take
place in the classroom.

Teachers Knowledge
Knowledge refers to anything that we know. In this study, knowledge refers to the knowledge
of a mathematics teacher in developing their assessment practices. To be knowledgeable in the
subject is necessary due to student sometimes asks questions beyond the syllabus and
curriculum (Mohamad Johdi, 2007). Basic knowledge of education mostly focuses on
pedagogical content knowledge (PCK) which closely related to the ability of teacher to
transform knowledge into a form that suitable for teaching as well as compatible with the
abilities and background of students. Teachers who have limited knowledge focus on specific
concepts rather than establishing relationships between facts, concepts, structure and practice
of mathematics. Some of other knowledge teacher should have is knowledge of mathematics,
knowledge about mathematics, knowledge on variety of assessment techniques and
knowledge about method of assessment.

Teachers Skills
Skills refer to efficiency or know-how. Skills within teacher on subject being taught are very
important to ensure teaching and learning helps students to increase their understanding. One
of the skills that should be possessed by mathematics teacher is the skill to apply various
teaching methods to suit students and their surroundings. Mohamad Johdi (2007) stated that
the diversity of teaching methods which appropriate with content and skills is necessary to
ensure smooth, engaging and effective learning. Oral questioning is important for assessment
for learning as it provides the opportunities and encourages students to ask questions, to
expand their learning, to confirm what they have learned, knowing what need to be given
more attention and help them to make notes (Henry, 2002). Teaching diversity and diversity
of assessment technique used also play a role in ensuring teaching and learning is at the
optimal level.

Teachers Attitudes
Attitude refers to as feelings, thoughts, beliefs, and appreciation shown through behaviour
either positive or negative. In this study, attitude is referred to the willingness of the teachers
to conduct assessment as well as their views on the use of specific assessment techniques.
Level of preparation by teachers to assess student and confident level to carry out assessment
is influenced by the way assessments done given the primary consideration is the suitability of
the applied assessment with learning objectives (Suah et al., 2010). Watt (2005) in his study
identify teachers attitude towards the use of alternative assessment and teachers employed
traditional testing as their primary method of assessment.

Mathematics Teachers Assessment Practices
Practice refers to something familiar done by an individual. Teachers assessment practices in
this study comprises of five constructs including subject blueprint, learning outcomes,
expected target result, folio A and folio B. These constructs are gathered through literature.

Subject Blueprint
The subject blueprint includes headcount by teachers to identify students academic progress
and their career potential. The rationale of implementing headcount in school is to project
excellence practiced in reflecting the potential of students (Zulkefly, 2011). Several possible
areas of concern of headcount include take-off value (TOV) process, setting expected target
result (ETR) and operational targeted increment (OTI). TOV refers to the value of student
work based on the existing potential and usually identified based on students year-end results.
OTI represents an improvement of learning outcomes with respect to some evaluation before
reaching ETR.

Learning Outcomes
Good planning and effective learning is necessary in order to achieve high quality learning.
Learning outcomes are set and to accomplish these outcomes students are to displayed their
knowledge that they have learned to the tasks given to them (Noorlyda, 2012). Learning
outcomes provide information on what need to be mastered by student and what effective
method of learning teachers can employ. Characteristics of good learning outcomes are
written explicitly, in detailed and are sequenced according to the level of difficulties based on
the syllabus and are in the form of behavior that can be observed.

Expected Target Result (ETR)
The expected target result are targets of learning outcomes. These targets are based on the
students final results (Zulkefly, 2011). ETR is usually determined through results gathered
from public examinations and achievement of the last five years will be taken into account.
Teacher need to explain to students why the tasks need to be done, the objectives to be
achieved, encourages them to participate and share the assessment criteria in order to achieve
these targets. If the targets are not met, teachers should take appropriate action to overcome
this.

Folio A
Folio A includes record keeping by teachers and its interpretation for reporting purposes.
Record is registered activities related to the development of systematic information, ability,
progress and achievement of students (Nor Haiza, 2010). Upon completion of the data
collection process, data interpretation was done to clarify student learning. Data are then
translated according to the purpose collecting them. Reporting is the final stage in assessing
student and usually done in the form of a written document that describes the progress of a
student during school sessions for a particular subject (Azizi, 2010).

Folio B
Folio B includes the enrichment, restoration and recognition process which are carried out
after the completion of the assessment activities. Follow-up measures are essential steps to
evaluate the effectiveness of students learning (Mohamad Johdi, 2007). It can be done
through reinforcement, guidance or enrichment. Reinforcement is conducted based on the
knowledge or skills that have been mastered by students while enrichment activities provide
the opportunities for student to carry out more challenging activities. Recognition is given to
outstanding students as it encourages them to excel (Utusan, 2012).

Based on the literature review obtained from previous study, an instrument specification table,
Table 1 was developed as follow:

Table 1: Instrument Specification Table

Construct Variable Questioning Rubric Item Scale
Knowledge Definition of
educational
assessment
What do you
know about
the process of
educational
assessment?
gather
information
about student
learning, give
meaning to
information,
integrate
information,
make
inferences,
make decision
to improve
learning
I know that
assessment
in education
is a process
to
Rubric scale
0 (none), 1
(partially), 2
(entirely)
Purpose of
assessment
What do you
know about
the purpose of
assessment
carried out?

provide
feedback on
student
progress,
elicited
students
potential,
identify student
weaknesses and
strength, decide
on future action,
evaluate the
effectiveness of
teaching method
The purpose
of
assessment
carried out is
to
Rubric scale
0 (none), 1
(partially), 2
(entirely)
Assessment
characteristic
What do you
know about
characteristics
of good
assessment
practices?
objectivity, easy
to administer,
easy to interpret,
comprehensive,
practical
I know that
characteristic
of good
assessment
includes
Rubric scale
0 (none), 1
(partially), 2
(entirely)







Table 2 shows an example of the two-layer rubric instrument that has been developed.

Title : Secondary School Mathematics Teachers Assessment Practices
For each statement provided, choose only one number that most accurately describe your
assessment practice for each rubric by using either point:
0 - none which indicate that the statement does not explain what you do or
believe
1 - partially which indicate that the statement only explain partially on what
you do or believe
2 - entirely which indicate that the statement explain what you do and
believe

Table 2: Example of two-layer rubric instrument

1. I know that assessment in
education is a process to







Scale



Rubric
gather information about students
learning.
give meaning to information.
integrate information.
make inferences.
make decision to improve learning.
2. The purpose of assessment
carried out is to





Scale



Rubric
provide feedback on student progress.
elicited students potential.
identify students weaknesses and strength.
decide on further action.
evaluate the effectiveness of teaching
methods.
3. I know that characteristic of
good assessment includes






Scale




Rubric
objectivity.
easy to administer.
easy to interpret.
comprehensive.
practical.




Instrument Validation

The instrument was validated by five experts to determine the appropriateness of the item
listed representing each construct. The principle used to validate the instrument is by referring
to the agreement of the five experts. The minimum level of acceptance for each item
validation is not less than 80 percent. Based on the analysis of the agreement of the five
experts, 44 items were maintained, 6 items were removed while 12 items were improved and
modified. Improvements and modifications were made based on the recommendation and
comments given by the experts in terms of sentence structure, replacement of idea or words
used or rephrasing items and rubric.

Instrument Reliability

Reliability refers to the accuracy and precision of a measurement procedure. Pilot study was
conducted to ensure the instrument developed has high level of reliability. High reliability is
intended to defend the accuracy of instrument developed. In this study, a pilot study was
conducted on secondary school mathematics teachers. Using the feedback obtained, reliability
analysis was then conducted using Statistical Package for Social Sciences (SPSS) version 19.
Results of the analysis are summarized in Table 3.

Table 3: Summary of Reliability Analysis

Construct Value of Cronbach Alpha
Teachers beliefs and values 0.803
Teachers knowledge 0.788
Teachers skills 0.800
Teachers attitudes 0.658
Subject blueprint 0.801
Learning outcomes 0.720
Expected target result 0.824
Folio A 0.797
Folio B 0.698
Total 0.948

According to Lim (2007), reliability value which approximately 1.00 shows that the
instrument has high reliability. Therefore, this instrument has high internal consistency. Based
on the reliability value obtained, some items were modified or removed to enhance the
reliability value.

Conclusion

An instrument should be able to measure what it suppose to measure. Development of
instrument used in this study is done via few steps. First of all, constructs and variables for
each constructs were obtained as a result from literature review on the previous study. Next
the instrument specification table was developed to create the item and rubric of instrument by
taking into account the constructs, variables and questioning. Validation by experts and pilot
study was then conducted to determine the validity and reliability of the instrument.



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International Higher Education Teaching and Learning
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