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ORIGINAL RESEARCH article

Front. Educ.
Sec. Assessment, Testing and Applied Measurement
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1430318

Perception of the Elementary Mathematics Teachers about Assessment for Learning: A Case of Sukkur IBA Community Colleges, Sindh, Pakistan

Provisionally accepted
Zafarullah Sahito Zafarullah Sahito 1*Özen ÖZER Özen ÖZER 2Ghulam A. Abro Ghulam A. Abro 1Kausar A. Junejo Kausar A. Junejo 1
  • 1 Department of Education, Sukkur IBA University, Sukkur, Sindh, Pakistan
  • 2 Department of Mathematics, Faculty of Science, Kırklareli University, Kırklareli, Turkey, Kırklareli, Turkey, Türkiye

The final, formatted version of the article will be published soon.

    This study aims to explore the perceptions of elementary mathematics teachers about assessment for learning. The participants of this study were three elementary mathematics teachers, who have been teaching mathematics for more than five years at Sukkur IBA community colleges and schools in the province of Sindh, Pakistan. The participants were selected through purposive sampling techniques. The qualitative exploratory case study research approach was used to conduct this study. The data were gathered through semistructured interviews and observations. Experts reviewed the interview guide and observation checklist to maintain the trustworthiness of the study. The data were analyzed through thematic analysis. The findings of this study revealed that teachers have a limited capacity of understanding to explain the term assessment for learning. Moreover, the study recommends the initiation of an assessment literacy program, increasing class time, reducing the number of students per class, using moveable chairs, and making amendments to the assessment policy.

    Keywords: assessment for learning, Qualitative case study, qualitative exploratory case study approach, Elementary mathematics, and perceptions of teachers

    Received: 09 May 2024; Accepted: 03 Sep 2024.

    Copyright: © 2024 Sahito, ÖZER, Abro and Junejo. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Zafarullah Sahito, Department of Education, Sukkur IBA University, Sukkur, Sindh, Pakistan

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