Formative Assessment Practices in a Mathematics Classroom
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Abstract
Formative assessment plays a pivotal role in promoting student achievement, particularly in mathematics education, where it supports conceptual understanding, procedural fluency, and problem-solving skills. Despite its known benefits, consistent implementation remains a challenge. This qualitative instrumental case study examines how junior high school mathematics teachers implement formative assessment strategies in mathematics classrooms. Three case studies were conducted in a private Philippine secondary school involving classroom observations. Findings reveal the integration of diagnostic questioning, Claim-Evidence-Reasoning (CER) strategies, technology-enhanced assessments, and reflection practices are commonly used as formative assessments by the teachers. The study identifies patterns in teacher actions and student responses, underscores the benefits of formative assessment, and highlights challenges such as time constraints and professional development needs. Recommendations are provided to enhance formative assessment implementation across mathematics classrooms.
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