Abstract
Present study is a correlational research carried out involving Pakistani secondary school teachers and students. It
was aimed to investigate the links between teachers’ conceptions of assessment and students’ performance in
Mathematics. In order to measure school teachers’ conceptions, a standardized scale developed by Brown, Hui, Yu
& Kennedy (2011) was used whereas students’ achievement scores in Mathematics were used as students’
performance indicator for the subject of Mathematics. The study found teachers as mostly agreed to “improvement”
and “accountability” conceptions of assessment but disagreed to the “irrelevance” conception. Significant
relationships were discovered among conceptions regarding assessment. “Improvement” conception was found
positively and significantly related to “Accountability” conception of assessment. However, weak relationship of
“Improvement” to “Irrelevance” conceptions were observed. Similarly, “Accountability” conception was found as
negatively related to “Irrelevance” conception. The study found no significant effect of teachers’ conceptions of
assessment on students’ achievement in Mathematics.
Kiran Shehzadi, Farzana Yousaf, Farah Shafiq. (2022) Teachers’ Conceptions of Assessment and Students’ Performance in Mathematics: Investigating Links between Educators’ Perceptions and Learners’ Academic Achievement, Journal of the Research Society of Pakistan, volume 59, issue 3.
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