Tutuncu, Sumeyra; (2022) An analysis of teacher guides for formative assessment. In: Marks, R, (ed.) Proceedings of the British Society for Research into Learning Mathematics 42. BSRLM: Nottingham, UK.

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Abstract

The teaching practices associated with formative assessment are widely accepted as improving students’ learning. Wiliam and Thompson proposed a set of strategies that can enhance teachers’ productive formative assessment practices. These strategies, however, give only limited guidance for implementation in specific contexts. My PhD research aims to identify examples of these strategies in the context of multiplicative reasoning in early secondary mathematics and interrogate ways to support teachers in enacting these strategies productively. As the first step, I analysed teacher guides for multiplicative reasoning lessons from five different sets of curriculum materials in the United Kingdom and the United States, adopting Braun and Clarke’s reflexive thematic analysis approach. In this paper, I present the initial findings of this analysis in relation to the strategy of eliciting students’ learning and introduce the future directions of this research.

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