A Case Study: Examining Teachers’ Perceptions Regarding the Use of Diagnostic Assessment in Mathematics Classroom.

• In Event: TIL- Instructional Design and Delivery and Learning Processes (v)

Short Description

This qualitative case study examined teachers’ perceptions and use of diagnostic assessment for improving teaching and learning of elementary mathematics. TPACK theory was used to provide an understanding of how the teaching and learning of mathematics occurs and the changes that occur due to the implementation of the assessments. The findings of this study illustrate that diagnostic assessment is a critical tool for improving pedagogical practice by enhancing mathematics teaching and learning.

Authors

• Presenter: Dalal H Alfageh, Northern Illinois University

• Contributor: Cindy York, Northern Illinois University