Utskrift från Malmö högskola  mah.se
Utskrift från Malmö högskola  mah.se
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Publication  Doctoral Thesis 
Title  Assessment for learning : a case study in mathematics education 
Author(s)  Balan, Andreia 
Date  2012 
English abstract  
The aim of this study was to introduce a formativeassessment practice in a mathematics classroom, by implementing the five strategies of the formativeassessment framework proposed by Wiliam and Thompson (2007), in order to investigate: (a) if this change in assessment practices had a positive influence on students’ mathematical learning and, if this was the case, (b) which these changes were, and (c) how the teacher and students perceived these changes in relation to the new teachinglearning environment. The study was conducted in a mathematics classroom during the students’ first year in uppersecondary school. A quasiexperimental design was chosen for the study, involving pre and posttests, as well as an intervention group and control group. The intervention was characterized by: 1) making goals and criteria explicit by a systematic use of a scoring rubric; 2) making students’ learning visible by a use of problemsolving tasks and working in small groups; 3) providing students with nuanced information about their performance, including ways to move forward in their learning; 4) activating students as resources for each other through peerassessment and peerfeedback activities; and 5) creating a forum for communication about assessment, involving both the students and the teacher. The findings indicate an improvement in problemsolving performance for the students in the intervention group, for instance regarding how well they are able to interpret a problem and use appropriate mathematical methods to solve it. The students also show improvements in how to reason about mathematical solu12 tions, how to present a solution in a clear and accessible manner, and how to appropriately use mathematical symbols, terminology, and conventions. The findings also indicate a change in students’ mathematicalrelated beliefs during the intervention, towards beliefs more productive for supporting learning in mathematics. The changes in students’ beliefs include mathematical understanding, mathematical work, and the usefulness of mathematical knowledge. During interviews, the students expressed how they perceived the new teachinglearning environment. Students’ responses indicate that they recognized and appreciated the different components of the formativeassessment practice as resources for their learning. Responses from both students and the teacher also indicate that the components of the formativeassessment practice were linked in complex ways, often supporting and reinforcing each other. Furthermore, most components had other effects as well, besides supporting the formative strategies they were intended to. The findings from this study deepens our understanding of how the components of a formativeassessment practice may influence students and their learning in mathematics, but also how these components coexist in an authentic classroom situation and influence each other.  
Buy print  http://webshop.holmbergs.com...14356 (printondemand service) 
Publisher  Malmö högskola, Fakulteten för lärande och samhälle 
Series/Issue  Malmö Studies in Educational Sciences;68 
ISSN  16514513 
ISBN  9789186295332 
Pages  184 
Language  eng (iso) 
Subject(s)  assessment for learning scoring rubrics peer assessment peer feedback Humanities/Social Sciences Research Subject Categories::MATHEMATICS 
Handle  http://hdl.handle.net/2043/14356 (link to this page) 