The Context of Assessment: A Systematic Literature Review of Classroom Assessment Practices in Teaching and Learning Mathematics

Abstract

Mathematics proficiency is fundamental to developing critical thinking and problem-solving skills essential across scientific and technical disciplines. However, classroom assessment practices in mathematics education often diverge from policy recommendations, creating a gap between intended and actual implementation. This misalignment stems from multiple factors, including teacher beliefs, institutional constraints, and student perceptions. This systematic literature review synthesizes 36 empirically-grounded studies (2000–2018) to examine mathematics teachers' classroom assessment practices, assess their quality, and identify implementation barriers. Using a structured search strategy across five major databases which are Web of Science, African Journal Online (AJOL), Education Resources Information Centre (ERIC), SCOPUS, and Google Scholar with the review categorizes dominant assessment approaches, evaluates their effectiveness, and highlights systemic obstacles to implementation. Findings indicate significant variations in assessment quality and multiple contextual barriers affecting practice. By identifying these persistent challenges, this review provides evidence-based insights to inform targeted interventions and professional development initiatives that better align classroom assessment with policy frameworks, ultimately strengthening student problem-solving abilities and learning outcomes in mathematics education.