Diagnostic Assessment Knowledge and Practices among Secondary School Mathematics Teachers in Dodoma, Tanzania
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Resumo
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.
Dados da obra
- Tipo
- Artigo
- Periódico
- African Journal of Empirical Research, v. 4, n. 2, p. 1119-1129
- Ano
- 2023 (2023-11-15)
- Idioma
- en
- Palavras-chave
- diagnostic assessment; mathematics teachers; high school mathematics; teacher knowledge; assessment practices; teacher professional development; classroom overcrowding; mathematics teaching and learning
- Temas
- Avaliação, Formação de Professores de Matemática
- DOI
- 10.51867/ajernet.4.2.114
- ISSN
- 2709-2607
- Licença
- cc-by-nc
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
MJENDA, Marcellina; MUTARUTINYA, Védaste; OWITI, Dickson S. O.. Diagnostic Assessment Knowledge and Practices among Secondary School Mathematics Teachers in Dodoma, Tanzania. African Journal of Empirical Research, v. 4, n. 2, p. 1119-1129, 2023. DOI: https://doi.org/10.51867/ajernet.4.2.114.
APA
Mjenda, M., Mutarutinya, V., & Owiti, D. S. O. (2023). Diagnostic Assessment Knowledge and Practices among Secondary School Mathematics Teachers in Dodoma, Tanzania. African Journal of Empirical Research, 4(2), 1119-1129. https://doi.org/10.51867/ajernet.4.2.114
BibTeX
@article{mjenda2023,
author = {Mjenda, Marcellina and Mutarutinya, Védaste and Owiti, Dickson S. O.},
title = {Diagnostic Assessment Knowledge and Practices among Secondary School Mathematics Teachers in Dodoma, Tanzania},
year = {2023},
journal = {African Journal of Empirical Research},
volume = {4},
number = {2},
pages = {1119-1129},
doi = {10.51867/ajernet.4.2.114},
language = {en}
}RIS
TY - JOUR AU - Mjenda, Marcellina AU - Mutarutinya, Védaste AU - Owiti, Dickson S. O. TI - Diagnostic Assessment Knowledge and Practices among Secondary School Mathematics Teachers in Dodoma, Tanzania PY - 2023 JO - African Journal of Empirical Research VL - 4 IS - 2 SP - 1119 EP - 1129 DO - 10.51867/ajernet.4.2.114 LA - en ER -
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