The aim of this study was to investigate the role of comprehension tests while teaching algebra and its effects on students’ success. This study was carried out with 108 third year undergraduate students enrolled in math education in faculty of education. Several data collection instruments were used for gathering data from the participants such as; comprehension test, written documents, semi-structured interviews schedule, and participant and nonparticipant observations sheets. Collected data were subjected to content analysis and triangulation among the data was ensured. Results indicated that three different major categories emerged from the content analysis of the data: (1) measure of comprehension test(s), (2) positive and (3) negative impacts of the test on learning (the development of cognitive and affective skills). Further recommendations and implications about the use of comprehension tests is given at the end of the study based on the findings.
"THE CONTRIBUTIONS OF COMPREHENSION TESTS TO COGNITIVE AND AFFECTIVE DEVELOPMENT OF PROSPECTIVE TEACHERS: A CASE STUDY,"
The Mathematics Enthusiast: Vol. 6
, Article 15.
Available at: https://scholarworks.umt.edu/tme/vol6/iss3/15