Developing Effective Formative Assessment Practices For Students in Year 12 Mathematics A
| dc.contributor.author | Stockwell, Melinda Elisabeth | |
| dc.contributor.supervisor | Dr David Treagust | en_US |
| dc.date.accessioned | 2018-01-25T05:14:25Z | |
| dc.date.available | 2018-01-25T05:14:25Z | |
| dc.date.issued | 2017 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.11937/59726 | |
| dc.description.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. | en_US |
| dc.publisher | Curtin University | en_US |
| dc.title | Developing Effective Formative Assessment Practices For Students in Year 12 Mathematics A | en_US |
| dc.type | Thesis | en_US |
| dcterms.educationLevel | PhD | en_US |
| curtin.department | Science and Mathematics Education Centre | en_US |
| curtin.accessStatus | Open access | en_US |
| curtin.faculty | Humanities | en_US |