Prerequisites for Secondary Mathematics Teachers' Formative Assessment Implementation: Recommendations From a Meta-Aggregation Qualitative Synthesis

• In Event: Developing STEM Teacher Practice

Abstract

Many formative assessment practices have shown promise in supporting secondary mathematics teachers’ as they move student thinking forward. While much research has been conducted about teachers’ use of formative assessment, there is a critical need to develop synthesized, actionable recommendations for mathematics teachers to connect formative assessment theory into practice. We investigated how in-service teachers’ mathematical knowledge for teaching informed their formative assessment practices in US secondary mathematics classrooms. We report findings of a meta-aggregation synthesis from 11 qualitative research studies. This study provides a clear example of an underused, but effective, methodology for bridging research findings to practice. Synthesized findings led to nine lines of action that we provide as recommendations for professional development designers and mathematics teacher educators.

Authors

• Michael R Lolkus, Purdue University

• Yukiko Maeda, Purdue University

• Rachael Kenney, Purdue University