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.
Preview |
Text
BSRLM-CP-42-2-11.pdf - Published Version Download (232kB) | Preview |
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.
| Type: | Proceedings paper |
|---|---|
| Title: | An analysis of teacher guides for formative assessment |
| Event: | British Society for Research into Learning Mathematics 2022 |
| Location: | Nottingham |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://bsrlm.org.uk/publications/proceedings-of-d... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | formative assessment; curriculum materials; teacher guides; noticing |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10176773 |
Archive Staff Only
 |
View Item |
