A window into mathematics communities of practice in Australia and New Zealand
Faculty of Community Services, Education and Social Sciences
School of Education
The espoused beliefs of 465 secondary mathematics teachers regarding mathematics assessment were the focus of this study. The data for this investigation were collected using a 24 items questionnaire. There is evidence from this study that teachers with experience at Junior High schools placed more emphasis on a problem solving orientation to mathematics assessment than did teachers with experience at other levels. The problem solving view of assessment in mathematics was more prevalent among experienced teachers and veteran teachers than among the inexperienced teachers and the socio-constructivist view of mathematics assessment was more prevalent among teachers than among consultants and principals.