From Method to Equity: Rethinking Mathematics Assessment Policies in Education

Abstract

This study on assessment in mathematics education delves into the multifaceted dimensions of assessment methodologies, policy influences, and equity considerations. Findings reveal a diverse array of assessment strategies, advocating for a balanced approach that integrates formative assessments and project-based evaluations. High-stakes testing, influenced by educational policies, emerges as a pivotal factor shaping the assessment landscape, with unintended consequences such as curriculum narrowing and teaching-to-the-test practices. The study highlights the escalating influence of technology in assessments, emphasizing the need for thoughtful implementation to ensure accessibility and equity. Equity considerations remain a critical focus, exposing persistent disparities tied to socio-economic factors, cultural backgrounds, and gender. Culturally responsive assessment practices and inclusive strategies like differentiated instruction are emphasized as crucial for promoting fairness and creating equitable learning environments. The research underscores the intricate interplay among assessment methodologies, policies, and equity considerations, revealing their interconnected nature in shaping the overall educational landscape. The study concludes by advocating for a holistic approach that navigates the synergies and tensions between these factors, providing valuable insights for educators, policymakers, and researchers committed to enhancing mathematics education in ways that foster inclusivity, fairness, and effectiveness.