An Investigation of Mathematics Teachers’ Pedagogical Content Knowledge in the Area of Assessment Knowledge

The purpose of this study is to assess high school math teachers' knowledge. to this end, this research was carried out in the form of multiple case study with the participation of 40 math teachers attending the 12thnational conference on mathematics education from different provinces. teachers' understanding of measurement and evaluation is investigated through 4 aspects: the aim of evaluation, instruments used in the process of evaluation, mathematics assessment, and evaluation of students' conceptual learning. the results obtained are as follows: the teachers did not make any reference to students' difficulties, students' misunderstandings, nor did they refer to ways of eliminating them. they frequently made use of traditional methods, instruments, instead of modern ones in their assessment. they used open-ended questions for the assessment of mathematics course and students' conceptual learning. based on the obtained results, one can claim that teachers have some deficiencies in their assessment knowledge.