Teachers’ Perspectives on Problem Posing Assessment: A Needs Analysis for Evaluating Conceptual Understanding in Mathematics

Abstract

This study aims to address gaps in understanding how mathematics teachers perceive and use problem-posing assessment. It is part of a larger Research and Development (R&D) framework aimed at designing an effective problem-posing assessment model for mathematics teachers. Specifically, this paper reports on the preliminary phase, focusing on needs assessment. A mixed-methods strategy was adopted, integrating quantitative data from questionnaires and qualitative insights from open-ended responses and semi-structured interviews, with 63 junior and senior high school teachers participating. Findings indicate that most teachers understand and value problem posing for assessing students’ conceptual understanding, although some hold limited or incorrect knowledge. Its practice is infrequent, mostly in formative assessments such as daily assignments or group activities, and rarely in summative assessments. Key challenges include time constraints, difficulties in designing and evaluating tasks, and lack of targeted professional development. Teachers expressed needs for structured workshops, step-by-step implementation guides, digital learning media, reduced administrative workload, and regular opportunities for students to practice problem posing.  These findings highlight gaps between teachers’ knowledge, implementation, and support. Addressing these gaps through sustained professional learning is essential to strengthen teachers’ capacity and guide the design of effective problem-posing assessment models in subsequent R&D stages.