Preservice Mathematics Teachers' Perception of Differentiated Assessment
DOI:
https://doi.org/10.64268/jsee.v2i1.120Keywords:
Differentiated Assessment, Inclusive Education, Mathematics Education, Preservice Mathematics Teachers, Teacher PerceptionAbstract
Background: Differentiated assessment is increasingly recognised as an important aspect of effective mathematics instruction because it addresses learners’ diverse abilities, interests, and learning needs. However, limited attention has been given to how preservice mathematics teachers perceive its use in classroom practice.
Aims: This study explored preservice mathematics teachers’ perceptions of differentiated assessment and examined whether sex, educational level, and programme of study influence these perceptions.
Methods: A quantitative survey design was adopted for the study. Data were gathered from 203 preservice mathematics teachers in a College of Education in Ghana through a structured questionnaire. Descriptive statistics, independent-samples t-test, and one-way ANOVA were used to analyse the data.
Result: The findings indicated that participants generally held favourable views toward differentiated assessment. They believed it supports fairness, inclusion, and students’ confidence in mathematics learning. The study also revealed some implementation concerns, including limited instructional resources, large class sizes, and time constraints. Statistical analysis further showed that sex, educational level, and programme of study did not significantly influence participants’ perceptions.
Conclusion: Preservice mathematics teachers demonstrated positive perceptions of differentiated assessment regardless of demographic differences. The study highlights the need for practical training and continuous support to improve teachers’ confidence and competence in applying differentiated assessment strategies in mathematics classrooms.
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