A MODEL FOR OFFERING ASSESSMENT TASKS IN ENHANCING MATHEMATICS TEACHING: EFFECTIVE METHODS AND PRACTICAL SOLUTIONS

Abstract

Enhancing students’ learning motivation and effectively applying differentiated assessment approaches are considered among the key pedagogical and psychological conditions for improving teaching and increasing the quality of mathematics education. This article presents a model for offering assessment tasks tailored to students' abilities and interests, aiming to enhance the teaching of mathematics in general education schools. The study focuses on two methods based on content stability: digital choice-based assessment and level-based assessment. The digital choice-based assessment method allows students to choose among different digital formats (gamification, tests, interactive visualization) of the same content-based task, offering a personalized learning experience and increasing motivation. The level-based assessment method, also grounded in content stability, involves transforming a task according to Bloom’s taxonomy levels to differentiate instruction in line with students’ cognitive characteristics. This method fosters the development of mathematical thinking and enables more accurate evaluation of academic achievement. To evaluate the practical implementation of these models, a sample task aligned with the 9th-grade algebra curriculum was developed and tested on the pilot platform «SanalyQadam». To determine the pedagogical validity of assessment methods, their applicability, and methodological potential, a survey was conducted among 101 mathematics teachers from various regions of Kazakhstan using a 5-point Likert scale. The research results indicated that the proposed model of assessment tasks is methodologically ready for use in the teaching process. The article provides integration strategies for assessment tasks within the teaching process and methodological recommendations aimed at improving the quality of mathematics instruction.