Elementary teachers’ use of adaptive diagnostic assessment to improve mathematics teaching and learning: A case study
Dalal H. Alfageh 1 , Cindy S. York 2 * , Angie Hodge-Zickerman 3 , Ying Xie 2
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1 King Saud University, Riyadh, SAUDI ARABIA2 Northern Illinois University, Chicago, IL, USA3 Northern Arizona University, Flagstaff, AZ, USA* Corresponding Author

Abstract

This case study examined teachers’ perceptions and use of adaptive diagnostic assessment for improving teaching and learning of elementary-level mathematics. The purpose was to understand how the teaching and learning of mathematics occurred in the classroom and changes that transpired due to the implementation of diagnostic assessments. Findings illustrate that diagnostic assessment can be a critical tool for improving pedagogical practice by enhancing mathematics teaching and learning by creating groups of students, planning lesson time, focused pedagogy, giving student feedback, communicating with stakeholders, and improving teacher efficiency. Participants demonstrated satisfaction with the benefits offered by diagnostic assessment for improving mathematics teaching and learning. Participants described challenges that hindered their effective use of diagnostic assessment tools. The findings of this study support a case for the adoption of diagnostic assessments to improve pedagogical practice and promote mathematics learning among elementary-level students.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2024, Volume 19, Issue 1, Article No: em0768

https://doi.org/10.29333/iejme/14190

Publication date: 10 Feb 2024

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Article Downloads: 120

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