Elementary teachers’ use of adaptive diagnostic assessment to improve mathematics teaching and learning: A case study

IF 0.5 Q4 EDUCATION & EDUCATIONAL RESEARCH International Electronic Journal of Mathematics Education Pub Date : 2024-02-10 DOI:10.29333/iejme/14190
Dalal H. Alfageh, Cindy S. York, Angie Hodge-Zickerman, Ying Xie
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Abstract

This case study examined teachers’ perceptions and use of adaptive diagnostic assessment for improving teaching and learning of elementary-level mathematics. The purpose was to understand how the teaching and learning of mathematics occurred in the classroom and changes that transpired due to the implementation of diagnostic assessments. Findings illustrate that diagnostic assessment can be a critical tool for improving pedagogical practice by enhancing mathematics teaching and learning by creating groups of students, planning lesson time, focused pedagogy, giving student feedback, communicating with stakeholders, and improving teacher efficiency. Participants demonstrated satisfaction with the benefits offered by diagnostic assessment for improving mathematics teaching and learning. Participants described challenges that hindered their effective use of diagnostic assessment tools. The findings of this study support a case for the adoption of diagnostic assessments to improve pedagogical practice and promote mathematics learning among elementary-level students.
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小学教师利用适应性诊断评估改进数学教学:案例研究
本案例研究考察了教师对适应性诊断评估的看法和使用情况,以改进小学数学的教与学。研究的目的是了解数学教学在课堂上是如何进行的,以及因实施诊断性评估而发生的变化。研究结果表明,诊断性评估可以作为改进教学实践的重要工具,通过建立学生小组、规划课时、集中教学法、给予学生反馈、与利益相关者沟通以及提高教师效率来加强数学教学。学员们对诊断性评价在改进数学教学方面所带来的益处表示满意。参与者描述了阻碍他们有效使用诊断性评估工具的挑战。本研究的结果支持采用诊断性评估来改进教学实践,促进小学生的数学学习。
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