Abstract
In the present study we investigated to what extent workshops aimed at improving teachers’ use of classroom assessment techniques had an effect on students’ achievement in mathematics. Ten primary school teachers participated in two consecutive small-scale studies, aimed at using and improving different classroom assessment techniques in mathematics education. In total, 214 students were involved. The studies were carried out in the Netherlands. Qualitative and quantitative measures were used to investigate the feasibility and effectiveness of the assessment techniques. In both studies teachers and students reported enjoying the techniques and finding them useful. In terms of mathematics achievement, results indicate students improving considerably; the students’ scores increased more than the national mean.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education |
| Editors | C. Nicol, S. Oesterle, P. Liljedahl, D. Allan |
| Place of Publication | Vancouver, Canada |
| Publisher | PME |
| Pages | 329-336 |
| Volume | 5 |
| ISBN (Print) | 978-0-86491-365-4 |
| Publication status | Published - 2014 |
| Event | 38th Conference of the International Group for the Psychology of Mathematics Education - British Columbia, Vancouver, Canada Duration: 15 Jul 2014 → 20 Jul 2014 |
Conference
| Conference | 38th Conference of the International Group for the Psychology of Mathematics Education |
|---|---|
| Country/Territory | Canada |
| City | Vancouver |
| Period | 15/07/14 → 20/07/14 |