Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/74620
Title: Implementing assessment for learning in a basic skills mathematics classroom
Authors: Schembri Bonnett, Jacqueline (2010)
Keywords: Education, Secondary -- Malta
Mathematics -- Study and teaching (Secondary) -- Malta
Action research in education
Issue Date: 2010
Citation: Schembri Bonnett, J. (2010). Implementing assessment for learning in a basic skills mathematics classroom (Master’s dissertation).
Abstract: Assessment has been a much-discussed issue in Malta over the past years. Educators have become increasingly aware of its emotional and educational aspects. As a result, teachers are now being encouraged to focus more on the formative aspect of assessment. But they are expected to do this in a system that is still dominated by external high-stakes examinations. Another important characteristic of the local system is the ongoing move towards comprehensive schooling with the re-grouping of state schools under ten Colleges. This development has brought within mainstream education students of very low educational achievement - the so called 'basic skills' students. This qualitative case study uses action research methodology to explore the implementation of Assessment for Learning within a Form 2 basic skills mathematics classroom in one of the local state secondary schools. The teacher-as-researcher worked along a cycle of four phases (i.e., planning assessment, gather, interpret and use the evidence) to implement the 'spirit' of Assessment for Learning. The results show that Assessment for Learning helped to improve the motivation of the students and encouraged them to become active participants in their lessons. The teacher noted increased understanding on students' part. The students, however, somewhat failed to engage fruitfully in peer and self-assessment. The implementation process did not only benefit the students, but also tile teacher who gradually learned how to put into practice the constructivist learning theories she had been exposed to in her teacher education.
Description: M.ED.
URI: https://www.um.edu.mt/library/oar/handle/123456789/74620
Appears in Collections:Dissertations - FacEdu - 2010

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