Development and Validation of Teachers’ Assessment Belief of Mathematical Thinking Instrument
This study was conducted to corroborate in understanding the teachers’ beliefs about assessment practices. The prior studies related to teachers.
- Pub. date: January 15, 2022
- Pages: 179-191
- 558 Downloads
- 1048 Views
- 2 Citations
This study was conducted to corroborate in understanding the teachers’ beliefs about assessment practices. The prior studies related to teachers’ assessment beliefs in mathematics have been done to assess teachers’ beliefs in the general context of mathematics teaching. This study developed an instrument to assess teachers’ assessment beliefs of mathematical thinking. The research aimed to develop and validate a scale of assessment beliefs of mathematical thinking by using the confirmatory factor analysis. The first draft of the scale contained 25 items. The sample of the study consisted of 537 mathematics teachers from public schools in Oman. The instrument was a questionnaire with a 5-point Likert scale. The scale was validated by asking a number of experts in mathematics educational measurement and evaluation. Exploratory and confirmatory factor analysis was applied to test the model of assessment beliefs of mathematical thinking scale using AMOS 25.0. All constructs had acceptable reliability. The model had a good model fit for the assessment beliefs of mathematical thinking scale which obtainable from the fit indices tests. The findings revealed that all fit criteria indices were realized. The results also showed acceptable validity and construct reliability for the scale.
assessment beliefs assessment forms assessment purpose mathematics beliefs mathematical thinking
Keywords: Assessment beliefs, assessment forms, assessment purpose, mathematics beliefs, mathematical thinking.
References
Abdullah, A., Fadil, S., Abd Rahman, S., Tahir, L., & Hamzah, M. (2019). Emerging patterns and problems of higher-order thinking skills (HOTS) mathematical problem-solving in the form-three assessment (PT3). South African Journal of Education, 39(2), 1-18. https://doi.org/10.15700/saje.v39n2a1552
Ali, H. (2015). Toward differentiated assessment in a public college in Oman. English Language Teaching, 8(12), 27-36. https://doi.org/10.5539/elt.v8n12p27
Bal, A., & Artut, P. (2019). Developing the mathematical thinking scale: Validity and reliability. Journal of Çukurova University Faculty of Education, 49(1), 278-315. https://dergipark.org.tr/tr/download/article-file/1070196
Brown, G. (2011). Self-regulation of assessment beliefs and attitudes: a review of the students’ conceptions of assessment inventory. Educational Psychology: An International Journal of Experimental Educational Psychology, 31(6), 731-748. https://doi.org/10.1080/01443410.2011.599836
Büyükkarcı, K. (2014). Assessment beliefs and practices of language teachers in primary education. International Journal of Instruction, 7(1), 107-121. https://dergipark.org.tr/en/download/article-file/59697
Calveric, S. (2010). Elementary teachers’ assessment beliefs and practices [Unpublished doctoral dissertation]. Virginia Commonwealth University.
Dandis, M. A. I. (2013). Teachers’ beliefs about assessment for learning: Introducing rubric in secondary education [Unpublished doctoral dissertation]. Universidad de Granada.
Delice, A., & Sevimli, E. (2010). An investigation of the pre-services teachers’ ability of using multiple representations in problem-solving success: The case of definite integral. Educational Sciences in Theory and Practice, 10(1), 137-149. https://files.eric.ed.gov/fulltext/EJ882726.pdf
Etheridge, B. (1989). Mathematics: Grades 1 and 2 assessment (ED312127). ERIC. https://bit.ly/3bKl6Oa
Fornell, C., & Larcker, D. F. (1981a). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research 18(1), 39–50. https://doi.org/10.1177/002224378101800104
Fornell, C., & Larcker, D. F. (1981b). Structural equation models with unobservable variables and measurement error: Algebra and statistics. Journal of Marketing Research 18(3), 382–388. https://doi.org/10.1177/002224378101800313
Gebril, A., & Brown, G. (2014). The effect of high-stakes examination systems on teacher beliefs: Egyptian teachers’ conceptions of assessment. Assessment in Education: Principles, Policy & Practice, 21(1), 16–33. https://doi.org/10.1080/0969594X.2013.831030
Genc, E. (2005). Development and validation of an instrument to evaluate science teachers’ assessment beliefs and practices [Unpublished doctoral dissertation]. Florida State University.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis. Pearson Education Limited.
Hair, J. F., Ringle, C. M., & Sarstedt, M. (2013). Partial least squares structural equation modeling: rigorous applications, better results and higher acceptance. Long Range Planning, 46, 1-12. https://doi.org/10.1016/j.lrp.2013.01.001
Haynes, A., Lisic, E., Goltz, M., Stein, B., & Harris, K. (2016). Moving beyond assessment to improving students’ critical thinking skills : A model for implementing change. Journal of the Scholarship of Teaching and Learning, 16(4), 44-61. https://doi.org/10.14434/josotl.v16i4.19407
Kline, R. B. (2015). Principles and practice of structural equation modeling. The Guilford Press.
Ling, S. S., Lan, O. L., Suah, S. L., & Ong, S. L. (2012). Investigating assessment practices of in-service teachers. International Online Journal of Educational Science, 4(1), 91–106. https://bit.ly/3mcfkem
Muñoz, A. P., Palacio, M., & Escobar, L. (2012). Teachers’ beliefs about assessment in an EFL context in Colombia. profile: Issues in teachers’ professional development, 14(1), 143-158. https://bit.ly/3BKSI9e
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. The National Council of Teachers of Mathematics, Inc.
Nurlu, Ö. (2015). Investigation of teachers’ mathematics teaching self-efficacy. International Electronic Journal of Elementary Education, 8(1), 489–508. https://www.iejee.com/index.php/IEJEE/article/view/95/92
Privitera, G. J. (2020). Research methods for the behavioral sciences. SAGE Publications Ltd.
Reyes-Cedeno, C., Rivas-Cun, H., Espinoza-Cevallos, C., & Rojas-Garcia, C. (2019). Assessment of the practices for early mathematics thinking in preschools of Pasaje City, Ecuador. European Journal of Educational Research, 8(4), 1063-1070. https://doi.org/10.12973/eu-jer.8.4.1063
Siemon, D., Day, L., Stephens, M., Horne, M., Callingham, R., Watson, J., & Seah, R. (2017). Reframing mathematical futures: Using learning progressions to support mathematical thinking in the middle years. In A. Downton, S. Livy, & J. Hall (Eds.), 40 years on: We are still learning! Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 647-650). MERGA.
Smith, L. (2010). The relationship of mathematics anxiety, mathematical beliefs, and instructional practices of elementary school teachers [Unpublished doctoral dissertation]. The University of Southern Mississippi.
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Pearson Education, Inc.
Tsamir, P., & Tirosh, D. (2006). Summing up and looking ahead: A personal perspective on infinite sets. In J. Novotná, H. Moraová, M. Krátká, & N. Stehlíková (Eds.), Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 49-63). Atelier Guimaec, s.r.o.
Unal, A., & Unal, Z. (2019). An examination of K-12 teachers’ assessment beliefs and practices in relation to years of teaching experience. Georgia Educational Researcher, 16(1), Article 2. https://doi.org/10.20429/ger.2019.160102
Widiastuti, I. A., Mukminatien, N., Prayogo, J. A., & Irawati, E. (2020). Dissonances between teachers’ beliefs and practices of formative assessment in EFL classes. International Journal of Instruction, 13(1), 71-84. https://doi.org/10.29333/iji.2020.1315a
Yong, H. T., & Sam, L. C. (2008, August 28). Implementing school-based assessment: The mathematical thinking assessment (MATA) framework [Paper presentation]. Seminar Inovasi Pedagogi IPBL, Kuching, Sarawak, Malaysia.
Youmans, A., Coombs, A., & Colgan, L. (2018). Early childhood educators’ and teachers’ early mathematics education knowledge, beliefs, and pedagogy. Canadian Journal of Education, 41(4), 1079-1104. https://www.jstor.org/stable/26732972
Zainudin, M., Subali, B., & Jailani. (2018). Construct validity of mathematical creativity instrument: First-order and second-order confirmatory factor analysis. International Journal of Instruction, 12(3), 595-614. https://bit.ly/3GWxitB