Publication Date


Document Type


First Advisor

York, Cindy

Degree Name

Ph.D. (Doctor of Philosophy)

Legacy Department

Department of Educational Technology, Research and Assessment (ETRA)


This qualitative case study examined teachers’ perceptions and use of adaptive diagnostic assessment for improving teaching and learning of elementary level mathematics. Specifically, this case study was conducted at some of the leading primary schools in a Midwestern school district. TPACK theory was used as the theoretical framework for this case study to provide an understanding of how the teaching and learning of mathematics occurs in the classroom and the changes that occur due to the implementation of adaptive diagnostic assessments. A survey, individual interviews, a focus group, and journal reflections were used for data collection. The findings of this study illustrate that adaptive diagnostic assessment is a critical tool for improving pedagogical practice by enhancing mathematics teaching and learning. The teachers’ feedback demonstrated they were satisfied with the benefits offered by adaptive diagnostic assessment for improving mathematics teaching and learning of. The teachers also outlined the challenges that hindered their effective use of diagnostic assessment tools. However, in some cases, the diagnostic tool did not give a true reflection of students’ mathematical knowledge and level of understanding because of the disparity between the curriculum concepts and those contained in the assessment. The findings of this study support the need for adoption of adaptive diagnostic assessments to improve pedagogical practice and promote learning of mathematics among elementary level students.


183 pages




Northern Illinois University

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