Mixed Belief System of Mexican University Teachers about Assessment in Mathematics Classrooms: An Instrumental and Exploratory Case Study

Abstract

Teachers' beliefs about mathematics assessment have been a topic of growing interest worldwide in the field of mathematics education. However, there are few studies conducted with higher education teachers, since research has focused on elementary and middle school levels. With the aim of identifying and characterizing beliefs about assessment of Mexican university mathematics teachers, a field study was conducted with a qualitative approach and an exploratory level of depth, using an instrumental case study design. For the collection of information, semi-structured interviews were conducted with 10 teachers who decided to participate voluntarily. The findings go beyond the binary classification of productive and unproductive beliefs, revealing a complex system of “mixed beliefs.” While teachers discursively value formative assessment, institutional pressures and traditional epistemological orientations generate significant tensions, resulting in a reliance on summative practices. Additionally, beliefs related to affective factors and the application of mathematical knowledge emerged inductively. These differences appear to be related to teaching experience and academic background, highlighting a lack of assessment literacy among professionals in the exact sciences. It is recommended that universities implement comprehensive assessment literacy programs to enable teachers to move beyond standardized paper-and-pencil testing practices.