none Mathematics teachers’ perception of formative e-assessment for sustainable education
DOI:
https://doi.org/10.48017/dj.v10i3.3512Keywords:
Graduate mathematics education, digital learning tools, assessment design challenges, reflective evaluationAbstract
Sustainable education aims to create equitable and accessible learning environments that support lifelong learning and adaptability, with digital tools playing a key role in achieving these goals. Formative assessment, especially through electronic platforms, is increasingly recognized as a sustainable practice that enhances student engagement and learning outcomes by providing timely feedback and facilitating continuous improvement. Using a mixed-method research design, this study explores mathematics master’s students’ perceptions of formative e-assessment, drawing on both quantitative survey responses and qualitative reflections based on their roles as learners and assessment designers. A total of 62 participants purposively selected were enrolled in the Analysis 1 course, which was taught by the researcher. The results showed varying perceptions among mathematics teachers regarding different aspects of formative e-assessment. The highest mean was found in the item “Feedback given is fast” (M=4.40, SD=0.89), while the lowest mean was found in the item “formative e-assessment benefit more students than from paper-based assessment” (M= 3.44, SD= 0.91). When asked about challenges encountered in creating formative multiple-choice e-assessments, respondents cited difficulties in designing higher-order thinking questions, balancing question difficulty, and concerns that Google Classroom’s random question shuffling could disrupt the assessment structure. Despite concerns, statistical analysis showed no significant correlation between teachers’ perceptions of the contribution and efficacy of formative e-assessment and their actual use or comfort levels. Still, the findings highlight key insights into its perceived benefits and practical challenges, supporting sustainable assessment practices in graduate mathematics education. Despite concerns, statistical analysis revealed no significant relationship between the teachers’ actual use or comfort levels and their perceptions of the contribution and efficacy of formative e-assessment. Nevertheless, the results support sustainable assessment practices in graduate mathematics education by shedding light on important insights into its perceived advantages and real-world difficulties.
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