www.tjprc.org SCOPUS Indexed Journal editor@tjprc.org ASSESSMENT PRACTICES IN LEARNING MATHEMATICS ELLIS MARDIANA, FERI HARYATI & SRI WAHYUNI Mathematics Education Study Program, Faculty of Teacher Training and Education Universitas Muhammadiyah Sumatera Utara ABSTRACT As part of learning mathematics, assessment provides a very significant contribution to the quality of learning. Assessment provides information about the progress that students have made. This moment is an opportunity for students to show what they know and what students can do. This study aims to describe the mathematics learning assessment conducted by lecturers in the Mathematics Education Study Program. This study will reveal the forms and types of mathematics learning assessment instruments prepared by mathematics education study program lecturers, the appropriateness of the assessment with ideal mathematics learning assessment principles and the factors that influence the lecturer in assessing mathematics learning. For this reason, a descriptive exploratory research method is used which is pursued with qualitative assistance with quantitative descriptive statistics. The research subjects were lecturers who taught at the mathematics education study program. The data collection techniques used were documentation and in- depth interviews. KEYWORDS: Assessment & Mathematics learning INTRODUCTION As part of assessment learning mathematics provides a very significant contribution to the quality of learning Assessment provides information about student progress, how and to what extent the mastery and abilities students acquire after studying a mathematical material. From the student side, this assessment activity is an opportunity to show what is known and what can be done. Therefore, the content and form of the mathematics learning assessment instrument must directly communicate to students, learning activities and learning outcomes that are important and valuable. This means, how learning is assessed must be congruent with the method and emphasis of learning. If the assessment includes a variety of forms and the information gathered comes from different sources, then the concept of convergence of information appears to be more applicable than The concept of reliability. If the assessment includes a variety of forms and the information gathered comes from different sources, then the concept of convergence of information appears to be more applicable than the concept of reliability. This means that the assessment uses a number of techniques to measure the achievement of their understanding, such as tests, homework, assignments, interviews and observations, student writing and others. Assessment of mathematics learning involves activities based on appropriate and important mathematics. Activities that give students the opportunity to formulate problems, think mathematically such as problems, communication, reasoning and analysis of concepts and procedures. Students are also involved in solving realistic problems using the information available in everyday life. International Journal of Mechanical and Production Engineering Research and Development (IJMPERD) ISSN (P): 2249–6890; ISSN (E): 2249–8001 Vol. 10, Special Issue, Aug 2020, 205–215 © TJPRC Pvt. Ltd