Asian Research Journal of Mathematics

Assessment in mathematics education is the systematic process of collecting and interpreting evidence of student learning to guide instruction, improve teaching practices, and evaluate student achievement and educational programs. The study investigated the types of assessment methods employed, the underlying rationales for these practices, and the cognitive levels of assessment questions used. The study adopted qualitative case study design to examined the classroom assessment practices of 14 mathematics teacher educators across three colleges of education in Ghana. Data were collected through semi-structured interviews and analysis of assessment portfolios, with findings analyzed using thematic analysis, frequencies and percentages. Mathematics teacher educators utilized diverse assessment methods, including assignments, quizzes, group work, presentations, and project work. However, while these practices effectively serve the purposes of grading and identifying student learning difficulties to inform instructional adjustments, the assessment questions predominantly assess lower-order cognitive skills such as recall and basic comprehension. The findings have significant implications for college administration and teacher educators in supporting the development of effective assessment practices among preservice teachers. To enhance assessment quality and prepare preservice teachers for contemporary classroom practice, the study recommends that mathematics teacher educators deliberately balance lower-order questions with higher-order questions that assess application, analysis, evaluation, and creation. This balanced approach will ensure that preservice teachers develop competency in assessing not only factual knowledge but also critical thinking and problem-solving abilities that are essential competencies for effective mathematics instruction and student learning in the 21st century.