Hooper, A; Golding, J; Grima, G; (2019) Preparing for high-stakes assessment of aspirational curricula: the role of educative resources. Presented at: 20th AEA-Europe Annual Conference 2019, Lisbon, Portugal.

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Abstract

In this paper we explore the impact of educative mathematics resources for secondary school students on their preparedness for high stakes assessments and explore how they are benefitting from transformative aspirations of the reformed qualification. This study draws on longitudinal qualitative and quantitative data from 16 schools with varying characteristics (33 classes with their teachers and Heads of Mathematics), in addition to one school using the resources for the first time, where we used a case study. Teachers were interviewed in each term, with Spring interviews focused on a targeted lesson observation of each class. Data were collected annually from student focus groups from each class, and all students in the study classes were surveyed each year. Baseline and end of study attainment data were analysed to assess progression. Findings show generally above average progression from users of the resources and in some cases, outstanding attainment in their summative assessment, demonstrating the transformative potential of the resource use for supporting preparation for high stakes assessments. Moreover, the attitudes of the students to their mathematics experiences were unusually positive for 11-16 year-olds in England in comparison with recent evidence.

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