| Summary: | This study compares the assessment practices of Malaysian and South Korean lower secondary school mathematics teachers to help explain the differences that have been found consistently between the achievement levels of Malaysian and Korean students in the TIMSS and PISA. A set of questionnaires was developed and used. It consists of item in three constructs, namely, formative, summative and diagnostic assessment. Cronbach's alpha coefficient for the total score of the questionnaire was 0.94. A total of 71 Malaysian respondents and 51 South Korean respondents were involved in the study. To gather richer data, the interview was done in a manner which could explain the results. A total of three lower secondary school mathematics teachers from each country participated in the interview. The findings show that mathematics teachers in both countries use open-ended and subjective questions versus multiple choice questions in implementing formative assessment. The mathematics teachers of both countries also understand the importance and purpose of implementing formative assessment in mathematics classes. Both education systems are highly oriented to examinations, but do not emphasise TIMSS and PISA assessments. In Malaysia, not all schools are chosen to be involved in those assessments. While the attitude of the students towards any tests or examinations makes South Korean students always ready to face the two assessments. Besides that, one of the aspects that Malaysia's education system can learn is the implementation of diagnostic assessments that is highly emphasised and systematically implemented in South Korea's education system.
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