Assessment for Learning as a Driver for Active Learning and Learner Participation in Mathematics
The article focused on the use of assessment for learning in promoting active learning and learner participation in mathematics. Assessment for learni.
- Pub. date: August 15, 2021
- Pages: 473-485
- 753 Downloads
- 1395 Views
- 3 Citations
The article focused on the use of assessment for learning in promoting active learning and learner participation in mathematics. Assessment for learning (AfL) has been found to enhance learning and improve performance. However, teachers’ use of AfL to enhance active learning has not been clearly outlined. This study is part of the broader research study that explored mathematics teachers’ use of AfL to enhance mathematics teaching and learning in primary schools in Alexandra Township, Johannesburg. A case study research-type and a qualitative approach were used to collect data from mathematics teachers. Nine teachers were purposefully selected from whom data were collected using semi-structured interviews and non-participant observation. The findings revealed that teachers had limited pedagogical knowledge in using AfL to promote active learning in their classrooms. They failed to apply a learner-centred approach that promotes effective learner participation in mathematics classrooms. Therefore, it is recommended that teachers undergo ongoing continuous development on classroom time management and planning for the effective use of AfL.
active learning assessment for learning assessment methods learner participation social constructivism
Keywords: Active learning, assessment for learning, assessment methods, learner participation, social constructivism.
References
Abdelmalak, M., & Trespalacios, J. (2013). Using learner-centred approach to develop educational technology course. International Journal of Teaching and Learning in Higher Education, 25(3), 324-332.
Abdullah, A. A., & Yang, C. (2019). Impact of active learning on mathematical achievement: an empirical study in Saudi Arabia primary schools. Journal of International Business Research and Marketing, 4(3), 43-51. http://doi.org/10.18775/jibrm.1849-8558.2015.42.3005
Abu Bakar, M. A., & Ismail, N. (2020). Mathematical instructional: A conceptual of redesign of active learning with metacognitive regulation strategy. International Journal of Instruction, 13(3), 633-648. https://doi.org/10.29333/iji.2020.13343a
Ahea, M., Ahea, R. K., & Rahman, I. (2016). The value and effectiveness of feedback in improving student’s learning and professionalizing teaching in Higher Education. Journal of Education and Practice, 7(16), 38-41.
Ahmad, H. A. (2016). Learner-centred approach to instruction: A strategy for repositioning education in Nigeria. The Online Journal of New Horizons in Education, 6(1), 78-81.
Alanazi, A. (2016). A critical review of constructivist theory and the emergence of constructionism. American Research Journal of Humanities and Social Sciences, 2, 1- 8. http://doi.org/10.21694/2378-7031.16018
Al-Hattami, A. A. (2019). The perception of students and faculty staff on the role of constructive feedback. International Journal of Instruction, 12(1), 885-894. https://doi.org/10.29333/iji.2019.12157a
Al-kaabi, A. F. (2016). Effects of Collaborative Learning on the Achievement of Students with Different Learning Styles at Qatar University [Doctoral thesis, Qatar University]. Qatar University Archive. https://bit.ly/3xwPPH0
Amineh, R. J., & Asl, H. D. (2015). Review of constructivism and social constructivism. Journal of Social Sciences, Literature and Languages, 1(1), 9-19.
Amua-Sekyi, E. T. (2016). Assessment, student learning and classroom practice: A review. Journal of Education and Practice, 7(21), 1-6.
Anthony, G., & Walshaw, M. (2009). Effective pedagogy in mathematics. International Academy of Education. https://www.iaoed.org/downloads/EdPractices_19.pdf
Ayeni, O. G., & Olowe, M. O. (2016). The implication of large class size in the teaching and learning of business education in tertiary institutions in Ekiti State. Journal of Education and Practice, 9(34), 65-69.
Babbie, E., & Mouton, J. (2008). The practice of social research (10th ed.). Oxford University Press.
Bada, S. O. (2015). Constructivism learning theory: A paradigm for teaching and learning. IOSR- Journal of Research & Method in Education, 5(6), 66-70. https://doi.org/10.9790/7388-05616670
Bature, I. J., & Atweh, B. (2019). Collaboration: A collective bargain for achieving quality mathematics classroom practice. International Journal of Education Methodology, 5(3), 347-360. https://doi.org/10.12973/ijem.5.3.347
Bhattacharjee, J. (2015). Constructivist approach to learning– an effective approach of teaching learning. International Research Journal of Interdisciplinary & Multidisciplinary Studies. Scholar Publications, 1(6), 65-74.
Bhowmik, M. (2015). Constructivism approach in Mathematics teaching and assessment of mathematical understanding. Basic Research Journal of Education, 41(1), 8-12.
Birjandi, P., & Tamjid, N. (2012). The role of self-, peer and teacher assessment in promoting Iranian EFL learners’ writing performance. Assessment & Evaluation in Higher Education, 37(5), 513-533. https://doi.org/10.1080/02602938.2010.549204
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551-575. https://doi.org/10.1080/0969594X.2018.1441807
Blanco, A. A. (2018, February 21-24). Active learning in a discrete mathematics class [Paper Presentation]. The 49th ACM Technical Symposium on Computer Science Education, Baltimore Maryland, USA. https://doi.org/10.1145/3159450.3159604
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Edwards Bros.
Botha, J. J. (2012). Exploring mathematical literacy: the relationship between teachers’ knowledge and beliefs and their instructional practices [Doctoral thesis, University of Pretoria]. The University of Pretoria Archives. https://bit.ly/3Af00lk
Broadfoot, P., Daugherty, R., Gardner, J., Harlen, W., James, M., & Stobart, G. (2002). Assessment for learning: 10 principles. Assessment Reform Group. https://cutt.ly/BQjwqOa
Brown, H. G., & Abeywickrama, P. (2010). Language assessment principles and classroom practices (2nd ed.). Pearson Education.
Chan, W. L. (2016). The discrepancy between teachers’ beliefs and practices: a study of kindergarten teachers in Hong Kong. Teacher Development, 20(3), 417-433. https://doi.org/10.1080/13664530.2016.1161658
Chiphiko, E., & Shawa, L. B. (2014). Implementing learner-centred approaches to instruction in primary schools in Malawi. Mediterranean Journal of Social Sciences, 5(23), 967–975. https://doi.org/10.5901/MJSS.2014.V5N23P967
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Taylor and Francis.
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE.
Creswell, J. W. (2014). Research design: qualitative, quantitative and mixed methods approaches (4th ed.). SAGE.
Department of Basic Education. (2001). Education white paper 6: Special needs education: Building an inclusive education and training system. Government Printing Works. https://bit.ly/3s1dy0M
Department of Basic Education. (2011a). Curriculum and assessment policy statement: Intermediate phase. Government Printing Works. https://bit.ly/3rLDWvw
Department of Basic Education. (2011b). Guidelines for responding to learner diversity in the classroom through Curriculum and Assessment Policy Statement. Government Printing Works. https://www.education.gov.za
Department of Basic Education. (2017). The SACMEQ IV Project in South Africa: A Study of the Conditions of Schooling and the Quality of Education. Government Printing Services. https://bit.ly/3s1ExJz
Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 years? Frontiers in Psychology, 7, 1-16. https://doi.org/10.3389/fpsyg.2016.00508
Dreyer, J. M. (2014). The educator as assessor (2nd ed.). Van Schaik.
Dreyer, J. M., & Mawela, A. S. (2020). The educator as assessor in the intermediate phase (1st ed.). Van Schaik.
Du Preez, M. (2018). The factors influencing mathematics students to choose teaching as a career. South African Journal of Education, 38(2), 1-13. https://doi.org/10.15700/saje.v38n2a1465
Effeney, G., Carroll, A., & Bahr, N. (2013). Self-regulated learning: Key strategies and their sources in a sample of adolescent males. Australian Journal of Educational & Developmental Psychology, 13, 58-74.
Eltanskaya, E., Linkova, Y., Popova, O., Arzhanovskaya, A., & Kulichenko, Y. (2017). Types of interactive methods in Teaching English to students of Economics. Advances in Social Science, Education and Humanities Research, 97(2017), 100-102. https://doi.org/10.2991/cildiah-17.2017.17
Flick, U. (2013). The SAGE Handbook of Qualitative Data Analysis. SAGE
Flórez, M. T., & Sammons, P. (2013). Assessment for learning: Effects and impact. CfBT Education Trust, University of Oxford. https://files.eric.ed.gov/fulltext/ED546817
Goodyear, V., & Dudley, D. (2015). ‘“I’m a facilitator of learning!” Understanding what teachers students do within student-centered physical education models’. Quest, 67(3), 274-289. http://doi.org/10.1080/00336297.2015.1051236
Gravemeijer, K., Stephan, M., Julie, C., Lin, F., & Ohtani, M. (2017). What mathematics education may prepare students for the society of the future. International Journal of Science and Mathematics Education, 15(Suppl 1), 105-123. https://doi.org/10.1007/s10763-017-9814-6
Gray, D. E. (2018). Doing research in the real world (4th ed.). SAGE.
Green, P. (2015). How to motivate students: A primer for learner-centred teachers. American Association of Philosophy Teachers Studies in Pedagogy, 1(2015), 47-60. https://doi.org/10.5840/aaptstudies20159184
Hartikainen, S., Riintala, H., Pylväs, L., & Nokelainen, P. (2019). The concept of active learning and the measurement of learning outcomes: A review of research in engineering higher education. Education Sciences, 9(4), 1-19. https://doi.org/10.3390/educsci9040276
Hodaňová, J., & Nocar, D. (2016). Mathematics importance in our life. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), Proceedings of 10th International Technology, education and Development Conference (pp. 3086-3092). IATED Academy.
Hopfenbeck, T. N., Flórez, M. T., & Tolo, A. (2015). Balancing tensions in educational policy reforms: large-scale implementation of Assessment for Learning in Norway. Assessment in Education: Principles, Policy & Practice, 22(1), 44-60. https://doi.org/10.1080/0969594X.2014.996524
Huitt, W. (2011). Bloom et al.’s taxonomy of the cognitive domain. Educational Psychology Interactive. Valdosta State University. https://bit.ly/3xxULvk
Hume, A., & Coll, R. K. (2009). Assessment of learning, for learning, and as learning: New Zealand case studies. Assessment in Education: Principles, Policy & Practice, 16(3), 269–290. https://doi.org/10.1080/09695940903319661
Janssen, H., & Wubbels, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103-122. https://doi.org/10.1080/0305764X.2016.1259389
Jesionkowska, J., Wild, F., & Deval, Y. (2020). Active learning augmented reality for STEAM Education—A Case Study. Education Sciences, 10(198), 1-15. https://doi.org/10.3390/educsci10080198
Karadag, R. (2010). Teachers’ efficacy perceptions about individualized instruction. The International Journal of the Humanities, 8(8), 1-14. https://doi.org/10.18848/1447-9508/CGP/v08i08/42997
Kaymakamoğlu, S. E. (2018). Teachers’ beliefs, perceived practice and actual classroom practice in relation to traditional (Teacher-Centered) and Constructivist (Learner-Centered) Teaching (Note 1). Journal of Education and Learning, 7(1), 29-37. http://doi.org/10.5539/jel.v7n1p29
Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Department of Educational Psychology and Instructional Technology, University of Georgia
Kusmaryono, I. (2014, September 19-21). The importance of mathematical power in mathematics learning [Paper presentation]. International Conference on Mathematics, Science and Education, Semarang State University, Indonesia.
Kutbiddinova, R. A., Eromasova, A.A., & Romanova, M.A. (2016). The use of interactive methods in the educational process of the Higher Education Institution. International Journal of Environmental & Science Education, 11(14), 6557-6572.
Kyriacou, C. (1992). Active Learning in Secondary School Mathematics. Wiley: British Educational Research Journal, 18(3), 309-318. https://doi.org/10.1080/0141192920180308
Lipnevich, A. A., Berg, D. A. G., & Smith, J. K. (2016). Toward a model of student response to feedback. In G. T. L. Brown & L. R. Harris (Eds.), The handbook of human and social conditions in assessment (pp. 169–185). Routledge.
Lowyck, J., & Pöysä, J. (2001). Design of collaborative learning environments. Computers in Human Behaviour, 17(5), 507-516. https://doi.org/10.1016/S0747-5632(01)00017-6
Makondo, P. V., & Makondo, D. (2020). Causes of poor academic performance in mathematics at Ordinary Level: A Case of Mavuzani High School, Zimbabwe. International Journal of Humanities and Social Science Invention, 9(6), 10-18. https://doi.org/10.35629/7722-0906011018
Malinović-Jovanović, N., Zdravković, V. S., & Malinović, J. V. (2018). Models of individualized instruction and possibilities for their application in initial mathematics teaching – teacher perceptions. International Journal of Humanities and Social Science, 8(7), 13-25. https://doi.org/10.30845/ijhss.v8n7p2
Marjan, L., & Mozhgan, L. (2012). Collaborative learning: what is it? Procedia – Social and Behavioral Sciences, 31, 491-495. https://doi.org/10.1016/j.sbspro.2011.12.092
Mathias, A. (2014). Active learning in the science classroom (Honours projects 113). Bowling Green State University Archive. https://cutt.ly/TQjqWKi
Mbugua, Z. K., Kibet, K., Muthaa, G. M., & Nkonke, G. R. (2012). Factors contributing to students’ poor performance in mathematics at Kenya Certificate of Secondary Education in Kenya: A Case of Baringo County, Kenya. American International Journal of Contemporary Research, 2(6), 87-91.
McMillan, J. H. (2016). Educational research: Fundamentals for the consumer (7th ed.). Pearson
McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry (7th ed.). Pearson.
Mehdinezhad, V. (2011). Teachers’ instructional beliefs about student-centred pedagogy. International Journal on New Trends in Education and Their Implications, 2(2), 49-64.
Moate, R. M., & Cox, J. A. (2015). Learner-centred pedagogy: Considerations for application in a didactic course. The Professional Counsellor, 5(3), 379-389. https://doi.org/10.15241/rmm.5.3.379
Moeed, A. (2015). Theorizing formative assessment: time for a change in thinking. The Educational Forum, 79(2), 180-189. https://doi.org/10.1080/00131725.2014.1002593
Motsepe, D., Maluleke, M., & Cross, M. (2019). Re-imagining teacher’s experience with overcrowded classrooms in the public secondary schools in South Africa. Journal of Gender, Information and Development in Africa, 8(2), 81-93. https://doi.org/10.31920/2050-4284/2019/sin2a5
Mpho, O. (2018). Teacher centred dominated approaches: Their implications for today’s inclusive classrooms. International Journal of Psychology and Counselling, 10(12), 11-21. https://doi.org/10.5897/IJPC2016.0393
Nguyen, M. T. (2015). Large classes: universal teaching and management strategies. An International Peer-Reviewed Open Access Journal, 2(1), 76-83. https://bit.ly/3igYHvS
Nortvedt, G. A., Santos, L., & Pinto, J. (2016). Assessment for learning in Norway and Portugal: the case of primary school mathematics teaching. Assessment in Education: Principles, Policy & Practice, 23(3), 377-395. https://doi.org/10.1080/0969594X.2015.1108900
Omar, S. N. P., Shahrill, M., & Sajali, M. Z. (2018). The use of peer assessment to improve students’ learning of geometry. European Journal of Social Science, 5(2), 203-222. https://doi.org/10.2478/ejser-2018-0047
Reddy, V., Winnaar, L., Juan, A., Arends, F., Harvey, J., Hannan, S., Namome, C., Sekhejane, P., & Zulu, N. (2019). TIMSS 2019: Highlights of South African Grade 9 Results in Mathematics and Science. Human Sciences Research Council. https://bit.ly/2VsObcF
Richard, V. (2003). Constructive pedagogy. Teachers College Record, 105(9), 1623-1640.
Saefurrohman. (2015). EFL teachers classroom assessment purposes. International Journal of Education and Psychological Research, 4(4), 55-59.
Sahito, Z., Khawaja, M., Panhwar, U. M., Siddiqui, A., & Saeed, H. (2016). Teachers’ time management and the performance of students: A comparison of government and private schools of Hyderabad, Sindh, Pakistan. World Journal of eEducation, 6(6), 42-50. https://doi.org/10.5430/wje.v6n6p42
Savin-Baden, M., & Van Niekerk, L. (2007). Narrative inquiry: Theory and practice. Journal of Geography in Higher Education, 31(3), 459-4723. https://doi.org/10.1080/03098260601071324
Scott, S., Webber, C. F., Lupart, J. L., Aitken, N., & Scott, D. E. (2014). Fair and equitable assessment practices for all students. Assessment in Education: Principles, Policy & Practice, 21(1), 52-70. https://doi.org/10.1080/0969594X.2013.776943
Senthamarai, S. (2018). Interactive teaching strategies. Journal of Applied and Advanced Research, 3(1) 36–38. https://doi.org/10.21839/jaar.2018.v3S1.166
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. https://doi.org/10.3102/0034654307313795
Slowikowski, M., Pilat, Z., Smater, M., & Zielinski, J. (2018). Collaborative learning environment in vocational education, AIP Conference Proceedings 2029, 1-7. https://doi.org/10.1063/1.5066532
Smaill, E. (2020). Using involvement in moderation to strengthen teachers’ assessment for learning capability, Assessment in Education: Principles, Policy & Practice, 27(5), 522-543. https://doi.org/10.1080/0969594X.2020.1777087
Talbert, R., & Mor-Avi, A. (2019). A space for learning: An analysis of research on active learning spaces. Heliyon, 5(12), 1-19. https://doi.org/10.1016/j.heliyon.2019.e02967
Tamimy, M. (2015). Consistencies and inconsistencies between teachers’ beliefs and practices. The Qualitative Report, 20(8), 1234-1259. https://doi.org/10.46743/2160-3715/2015.2249
Tharayil, S. M., Borrego, M., Prince, M., Nguyen, K. A., Shekhar, P., Finelli, C. J., & Waters, C. (2018). Strategies to mitigate student resistance to active learning. International Journal of STEM Education, 5(7), 1-16. https://doi.org/10.1186/s40594-018-0102-y
Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., Grummer, J. A., Hennessey, K., Hsiao, J., Iranon, N., Jones II, L., Jordt, H., Keller, M., Lacey, M. E., Littlefield, C. E., Lowe, A., (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Psychological and Cognitive Sciences, 117(12), 6476–6483. https://doi.org/10.1073/pnas.1916903117
Valero, P. (2017). Mathematics for all, economic growth, and the making of the citizen-worker. In T. S. Popkewitz, J. Diaz, & C. Kirchgasler (Eds.), A political sociology of educational knowledge: Studies of exclusions and difference (pp. 117-132). Routledge.
van der Kleij, F., Vermeulen, J., Schildkamp, K., & Eggen, T. (2015). Integrating data-based decision making, Assessment for Learning and diagnostic testing in formative assessment. Assessment in Education: Principles, Policy & Practice, 22(3), 1-20. https://doi.org/10.1080/0969594X.2014.999024
Verenikina, I. (2010). Vygotsky in twenty-first-century research. In J. Herrington & B. Hunter (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 16-25). AACE.
Vingsle, C. (2014). Formative assessment: Teacher knowledge and skills to make it happen. [Doctoral dissertation, Umeå University] Umeå University Archive. https://bit.ly/3ywRduz
Virtanen, P., Niemi, H. M., & Nevgi, A. (2017). Active learning and self-regulation enhance Student Teachers’ Professional competences. Australian Journal of Teacher Education, 42(12), 1-20. https://doi.org/10.14221/ajte.2017v42n12.1
Vygotsky, L. S. (1926). Educational psychology. CRC Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Webb, N. M., Franke, M. L., Ing, M., Turrou, A.C., Johnson, N.C., & Zimmerman, J. (2019). Teacher practices that promote productive dialogue and learning in mathematics classrooms. International Journal of Educational Research, 97, 176-186. https://doi.org/10.1016/J.IJER.2017.07.009
West, J., & Meier, C. (2020). Overcrowded classrooms – The Achilles heel of South African education? South African Journal of Childhood Education, 10(1), 1-10. https://doi.org/10.4102/sajce.v10i1.617
Weurlander, M., Söderberg, M., Scheja, M., Hult, H., & Wernerson, A. (2012). Exploring formative assessment as a tool for learning: students’ experiences of different methods of formative assessment. Assessment & Evaluation in Higher Education, 37(6), 747-760. https://doi.org/10.1080/02602938.2011.572153
Wiliam, D. (2013). Assessment: The bridge between teaching and learning. Voices from the Middle, 21(2), 15-20. https://bit.ly/3ig56aP
Wu, Q., & Jessop, T. (2018). Formative assessment: missing in action in both research-intensive and teaching-focused universities? Assessment & Evaluation in Higher Education, 43(7), 1019-1031. https://doi.org/10.1080/02602938.2018.1426097
Yazan, B. (2015). Three approaches to case study methods in education: Yin, Merriam, and Stake. The Qualitative Report, 20(2), 134-152. https://doi.org/10.46743/2160-3715/2015.2102
Yelkpieri, D., Namale, M., Esia-Donkoh, K., & Ofosu-Dwamena, E. (2012). Effects of large class size on effective teaching and learning at the Winneba Campus of the UEW. US-China Education Review, 3, 319-332.