Mathematics learning through classroom assessment: Evaluating the value of weekly class tests

Abstract

This study adopted a descriptive case study to explore the impact of weekly class test alongside two other modes of assessment strategies: use of project work and class presentation on learning outcomes in mathematics among 145 year-one high school students in the Central Region of Ghana. Subject evaluation questionnaire and scores obtained in weekly class test, end of term examination, class presentation and project work were the main sources of data collected for the study. The results indicated that scores obtained from all the modes of assessment (class test, class presentation and project work) used in the study correlated with end of term examination; however, the best predictor of end of term examination was class test. Thus, the study revealed that employing class test as an approach in the classroom drives students to deepen their understanding of concepts taught, encourage students to review their notes ahead of each new class session and consequently enhance their learning outcomes. Furthermore, the results demonstrated that students who were most committed in the subject, as evidenced by participation in all class tests, fared significantly better in the end of term examination than those who failed to participate in most of the class tests and those who participated mid-way. Consequently, the study reiterates that increased frequency of class test has the potential to impart student learning outcomes.