TY - JOUR

T1 - Formative Assessment and Mathematics Education

T2 - the Perspective of In-Service Mathematics Teachers

AU - Balbi, Alejandra

AU - Bonilla, Micaela

AU - Otamendi, Maria Alejandra

AU - Curione, Karina

AU - Beltrán-Pellicer, Pablo

N1 - Publisher Copyright:
© 2022 Lutheran University of Brazil. All rights reserved.

PY - 2022/11

Y1 - 2022/11

N2 - Background: Although there is consensus on the favourable impact of formative assessment (FA) on learning, it is unclear to what extent general FA strategies are directly applicable to the specific field of mathematics education. Objective: Study the relevance of a questionnaire which describes 26 FA practices supported by Wiliam’s model in the particular context of mathematics education. Design: Mixed, the frequency and feasibility are consulted through a questionnaire and in-depth interviews. Participants: Thirty in-service mathematics teachers answered the survey and of ten invited, three agreed to be interviewed. Data analysis: We carried out a descriptive analysis for quantitative data and qualitative thematic analysis. Results: The strategies of collecting evidence, feedback, collaboration, and self-regulated involvement in learning are viable and frequent in mathematics education, however, the strategy of clarifying and sharing goals requires adaptation to the context. In addition, nine novel FA practices are described. The implementation of formative assessment creates tensions with the summative function, it is laborious to implement and consequently takes time outside the classroom. Conclusion: We identified that FA practices are frequent and feasible to implement. Clarifying and sharing goals requires the adequacy of the mathematical context.

AB - Background: Although there is consensus on the favourable impact of formative assessment (FA) on learning, it is unclear to what extent general FA strategies are directly applicable to the specific field of mathematics education. Objective: Study the relevance of a questionnaire which describes 26 FA practices supported by Wiliam’s model in the particular context of mathematics education. Design: Mixed, the frequency and feasibility are consulted through a questionnaire and in-depth interviews. Participants: Thirty in-service mathematics teachers answered the survey and of ten invited, three agreed to be interviewed. Data analysis: We carried out a descriptive analysis for quantitative data and qualitative thematic analysis. Results: The strategies of collecting evidence, feedback, collaboration, and self-regulated involvement in learning are viable and frequent in mathematics education, however, the strategy of clarifying and sharing goals requires adaptation to the context. In addition, nine novel FA practices are described. The implementation of formative assessment creates tensions with the summative function, it is laborious to implement and consequently takes time outside the classroom. Conclusion: We identified that FA practices are frequent and feasible to implement. Clarifying and sharing goals requires the adequacy of the mathematical context.

KW - Assessment in mathematics education

KW - Formative assessment

UR - http://www.scopus.com/inward/record.url?scp=85148936598&partnerID=8YFLogxK

U2 - 10.17648/acta.scientiae.7043

DO - 10.17648/acta.scientiae.7043

M3 - Artículo

AN - SCOPUS:85148936598

SN - 1517-4492

VL - 24

SP - 236

EP - 268

JO - Acta Scientiae

JF - Acta Scientiae

IS - 6

ER -