Classroom Assessments in Mathematics: High School Students’ Perceptions
Minghui Gao

Abstract
This study examined high school students’ perceptions of mathematics classroom assessments. 248 American students gave valid responses to a questionnaire. Data analysis involved counting frequencies, calculating percentages, and running Chi-square tests. Results reveal that students felt a strong congruence between mathematics assessment, planned learning and adequate transparency regarding the purpose and forms of the assessment, inadequate authenticity in assessment tasks, and had little or no say in the assessment planning process. Results show the most variance in the questions regarding accommodation of student diversity. Gender difference was observed in assessment authenticity and transparency. Results are discussed in regard to previous literature and future research.

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