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    Developing Effective Formative Assessment Practices For Students in Year 12 Mathematics A

    Stockwell M 2017.pdf (2.182Mb)
    Access Status
    Open access
    Authors
    Stockwell, Melinda Elisabeth
    Date
    2017
    Supervisor
    Dr David Treagust
    Type
    Thesis
    Award
    PhD
    
    Metadata
    Show full item record
    Faculty
    Humanities
    School
    Science and Mathematics Education Centre
    URI
    http://hdl.handle.net/20.500.11937/59726
    Collection
    • Curtin Theses
    Abstract

    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.

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