Understanding the Use of Mathematics Interim Assessments: A Case Study

Martone, Andrea; Reagan, Dianna; Reed, Gayle

doi:10.26822/iejee.2018541301

Cited by 3 publications

(2 citation statements)

References 5 publications

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“…In the constraints on time found in two studies, it is stated that teachers are running out of time because it takes a long time to check the assessments that have been done and find solutions to the problems faced by pupils (Govender, 2019;Martone et al, 2018).…”

Section: Affective Aspectsmentioning

confidence: 99%

Examining What Influences Mathematics Teachers' Implementation of Formative Assessment

Lee¹,

Mahmud²

2023

IJARPED

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Teachers play an important role in ensuring the effectiveness of management, especially in formative management, which has been widely recognized as a valuable strategy for improving student learning outcomes. Systematic analysis is carried out of factors that may facilitate or hinder the intention of teachers in ensuring the effectiveness of the implementation of formative assessment in teaching. The results of this study are expected to help facilitate teachers in carrying out teaching tasks, especially in performing effective formative evaluations in the classroom. The study covers 23 qualified studies and identifies factors that have been categorized into several key factors: personal or cognitive-behavioral, affective, and contextual, which influence the intentions and performance of teachers regarding formative assessment. Each factor can be a major obstacle to the effective implementation of formative evaluation in the classroom. The effectiveness of the implementation of the formative assessment is important in ensuring that students' experiences in learning are positive, and the results of this study are expected to benefit researchers, school leaders, and policymakers in understanding whether the constraints among teachers in the assessment are mainly related to the educational assessment. IdentityEvaluation is an important part of teaching and learning, and it should be done all the time. This approach should also include gathering data on how each student performed, determining what it means, recording it, and reporting it. The word "penassessment" refers to a process that incorporates several methods for determining how well a student is learning and for making value judgments based on the student's learning progress (Miller et al., 2009). Hence, teachers should be involved in the development of a recognized formative assessment, and they should be able to assist students in learning more effectively (Black and William, 1998). To ensure that the school's assessment is accurate, helpful, and meaningful and that it sets the benchmark for every PdP that is implemented, it is crucial that all future and current instructors have a thorough understanding of the evaluation process' fundamental principles. The success of a formative assessment depends on how the teacher approaches and executes formative assessment-related classroom activities.

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Section: Affective Aspectsmentioning

confidence: 99%

Examining What Influences Mathematics Teachers' Implementation of Formative Assessment

Lee¹,

Mahmud²

2023

IJARPED

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“…On the one hand, a semi-structured interview was used to set guidelines, and on the other hand to create enough space for the respondents to express their thoughts, feelings, wishes and attitudes. In this way, a part of the interview was in fact an informal discussion, which enables a deeper insight into situations that take place in a certain classroom on an everyday basis (Martone et al, 2018). The questions were designed after the relevant literature had been studied, in cooperation with two experts who had had experience with inclusion of child migrants in schools.…”

Section: Interviewmentioning

confidence: 99%

Towards the Different: A Case Study of a Syrian Asylum Seeker in Croatian School Context

Klasnić

Đuranović

Lucin³

2022

PEC

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Migrations and migrants have been in the focus of interest and activities of many governments, organizations, and institutions, both worldwide and in Croatia. According to international policies, children who seek or are under international protection have the right to education. To access the education system of the Republic of Croatia more easily, they are given the opportunity to attend Croatian language preparatory or remedial classes. The research aim was to determine the needs and challenges posed by the inclusion of a Syrian asylum seeker in a Croatian primary school. The qualitative approach was applied. The case study presents a ten-year-old Syrian girl, attending a primary school in Zagreb. The data were gathered with the use of semi-structured interviews with the girl's sister, teachers in the primary school, and her classmates. In order to gain a deeper insight into the girl's functioning in the school context, notes made by teachers during observation of the girl’s performance in the course of the educational process were gathered and analysed. Guidelines and recommendations were developed that could have a positive impact on quality inclusion of children refugees and asylum seekers in the Croatian education system. Keywords: children asylum seekers, educational process, qualitative research

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Principals Using Data: An Integrative Review

Drake

2022

Leadership and Policy in Schools

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Understanding the Use of Mathematics Interim Assessments: A Case Study

Cited by 3 publications

References 5 publications

Examining What Influences Mathematics Teachers' Implementation of Formative Assessment

Examining What Influences Mathematics Teachers' Implementation of Formative Assessment

Towards the Different: A Case Study of a Syrian Asylum Seeker in Croatian School Context

Principals Using Data: An Integrative Review

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