tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT The main aim of this study was to investigate how Finnish pre-service special needs teachers’ (N = 134) assessment conceptions, prior academic studies in special education and teaching experience together cluster into different patterns representing different student types. Their assessment conceptions formed three main factors: 1) assessment measures learning, 2) assessment supports teaching and learning, and 3) assessment as a harmful action. All three factors were emphasised differently in each pattern. Assessment conceptions, prior studies, and teaching experience were clustered together in three different patterns: Assessment Criticals, Assessment Positives, and Assessment Cautious. The Assessment Criticals emphasised assessment as a harmful action, and they had fewer prior studies and less teaching experience. The Assessment Positives emphasised assessment for teaching and learning,… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Computer-based assessments can provide students with feedback to guide their learning as well as inform teachers who extract information to prepare their teaching. Five secondary school teachers were monitored during one school year to answer the following research questions: (1) What kind of student data do teachers use for their teaching practice? (2) How do teachers use student data for their instructional practice? and (3) How are these classroom instructions evaluated by students? To use data for their teaching practice, teachers preferred data with detailed information about each student, task and response. In class, teachers focused on providing low-performing students with feedback, either by themselves or by a high-performing peer student. Subsequently, low-performing students evaluated this formative assessment… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Research has identified characteristics of professional development programmes (PDPs) that are important for accomplishing change in teachers’ practice and student achievement. However, these characteristics do not predict and guarantee the outcomes of a specific PDP. In the present study the authors investigated whether the expectancy-value theory of achievement motivation can be used to explain teachers’ change of practice. Through teacher interviews and questionnaires the authors investigated why randomly selected year-7 teachers, after participating in a PDP on formative assessment, changed their practice in ways identified in an earlier study, and why these changes differed from those of year-4 teachers participating in a similar PDP. The results show that expectancy-value theory can be used to explain both the schoolyear-7… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract Formative assessment has been shown to have the potential to significantly enhance student achievement, but a strong research base about how to support teachers to implement such a practice is lacking. This is particularly so for a conceptualisation of formative assessment as a unity of integrated formative assessment strategies. The aim of this study is to investigate why the mathematics teachers who participated in a successful professional development programme in formative assessment developed their formative classroom practice to such an extent that it had a significant impact on student achievement. An analysis of data from teacher questionnaires and interviews shows that the teachers’ actions can be explained by expectancy-value theory of achievement motivation. Characteristics of the professional development… Continue Reading →
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