Assessment in Mathematics Education

Abstract

This chapter is based on the systematic review that investigates assessment methods in mathematics education in the global era where pertinent skills to address specific problems are at the centre of assessment purposes. Of 442 records obtained from Google Scholar, 50 studies published between 2013 and 2023 were reviewed. These studies, sourced from journals, conference proceedings, and book chapters indexed by Scopus, were analysed using document and thematic analysis. The review aimed to identify the assessment methods applied, the specific skills measured, and how these methods are implemented. Findings revealed that formative assessment, including performance-based, peer, oral, observation, written tests, portfolios, self, and open-ended methods, is central to classroom practices. These methods assessed mathematical and generic skills such as problem-solving, reasoning, thinking, representations, conceptual understanding, and feedback generation. The review provides insights into these methods and their implications for mathematics education in the globalized era.