Assessing Multidimensional Mathematical Learning: A Comparative Study of Alternative Assessment Tools in Teaching Functions

Abstract

This study investigates the effectiveness of alternative assessment tools used in teaching functions in high school mathematics. The research was conducted with 54 tenth-grade students at GjonBuzuku Science High School in Kosovo during the 2024–2025 academic year, employing a quasi-experimental design. Within an active learning framework, worksheets, concept maps, structured grids, and poster presentations were implemented in the experimental group. Student performance was evaluated using analytical rubrics based on conceptual accuracy, representation, reasoning, and integrity. The data were analyzed using descriptive statistics, one-way ANOVA, and eta-squared (η²) effect sizes. Although no statistically significant differences were found in overall achievement scores, further analyses revealed educationally meaningful distinctions among the tools. Specifically, worksheets and structured grids were more effective in assessing procedural and conceptual accuracy, whereas concept maps better captured students’ relational understanding. In contrast, poster presentations showed relatively lower performance across most criteria. These findings suggest that using multiple assessment tools in a complementary manner provides a more valid and comprehensive evaluation of mathematical learning.