Fine-Grained, Continuous Assessment for the Diverse Classroom: A Key Factor to Increase Performance in Mathematics

• In Event: Roundtable Session 55
  In Roundtable Session: Understanding Structures That Support Mathematics Teachers and Effective Practices

Abstract

The increasing focus on formative assessment has permeated through educational policy internationally. Yet, scholars call for more empirical data to support the promise of formative assessment, as well as the development of theory. In this paper we propose that continuous assessment for everyone during instruction – a focus not commonly addressed in the literature – can be a key factor for students’ achievement in mathematics. We present results from an intervention at one school with long history of poor performance in mathematics. Preliminary results from a longitudinal study showed that the intervention impacted positively on students’ basic mathematical skill. However, differences in teaching practices suggest that instant, continuous assessment for all students is a key factor for improving mathematical performance.

Authors

• Armando Paulino Preciado Babb, University of Calgary

• Martina Metz

• Soroush Sabbaghan, University of Cagary

• Brent Davis, University of Calgary

• Sharon Friesen, University of Calgary