Developing Effective Formative Assessment Practices For Students in Year 12 Mathematics A
Access Status
Open access
Authors
Stockwell, Melinda Elisabeth
Date
2017Supervisor
Dr David Treagust
Collection
Type
Thesis
Education Level
Ph.D.
Metadata
Show full item recordAbstract
This case study investigated whether the implementation of a more comprehensive approach to formative assessment made a difference to students’ summative assessment outcomes. This study identified that the adoption of a more comprehensive model of formative assessment not only increased levels of student engagement and built a more positive classroom culture, but also improved summative assessment grades in Mathematics A for most, if not all, students. The influence of the teacher proved to be significant.
Faculty
Humanities
Department
Science and Mathematics Education Centre
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