Performance assessments in mathematics education

Abstract

This qualitative case study explores elementary teachers’ perceptions and practices regarding performance assessments in mathematics education. Grounded in a social constructivist framework, the research investigates how teachers believe performance tasks impact students’ understanding of mathematical concepts and the characteristics of these assessments as implemented in classrooms. The study aims to provide an in-depth understanding of how performance assessments are used to foster meaningful learning and problem-solving skills, addressing the gap in literature about practical applications of these tools in real-world settings. Three elementary teachers, selected through purposive sampling, participated in semistructured virtual interviews. Data collection involved detailed interviews to capture teachers’ experiences, thoughts, and strategies for using performance assessments. The data were analyzed through open coding, thematic analysis, and the use of NVivo software to identify recurring themes and insights. Findings highlight the value of performance assessments in promoting student-centered learning, critical thinking, and collaborative problem-solving. Teachers reported challenges in transitioning from traditional paper-pencil tests to authentic assessments, emphasizing the need for professional development and support. This research contributes to understanding how performance assessments can enhance teaching practices, align with curriculum goals, and foster deeper student engagement in mathematics education.