Formative assessment – from the view of special education teachers in mathematics
Abstract
The potential of using formative assessment is well demonstrated, but studies about the use of formative assessment from a special education perspective are lacking. This study adds to this gap by investigating the view of formative assessment in a group of 39 special education teachers in mathematics (SETMs) who had learned about formative assessment within the SETM-program 2–6 years earlier. Five respondent interviews were used to design a questionnaire answered by the rest of the group. The SETMs had perceived formative assessment beneficial and useful in all their common sub-responsibilities and reported experiences of benefits as well as challenges. The article discusses the importance of reaching an inclusive formative assessment practice in mathematics education.
References
Andersson, C., Boström, E. & Palm, T. (2017). Formative assessment in Swedish mathematics classroom practice. Nordic Studies in Mathematics Education, 22 (1), 5-20.
Andersson, C. & Palm, T. (2017a). Characteristics of improved formative assessment practice. Education Inquiry, 8 (2), 104-122. https://doi.org/10.1080/20004508.2016.1275185
Andersson, C. & Palm, T. (2017b). The impact of formative assessment on student achievement: a study of the effects of changes to classroom practice after a comprehensive professional development programme. Learning and Instruction, 49, 92-102. https://doi.org/10.1016/j.learninstruc.2016.12.006
Andersson, C. & Palm, P. (2018). Reasons for teachers' successful development of a formative assessment practice through professional development - a motivation perspective. Assessment in Education: Principles, Policy & Practice, 25 (6), 576-597. https://doi.org/10.1080/0969594X.2018.1430685
Balan, A. (2012). Assessment for learning: a case study in mathematics education (PhD thesis). Malmö University.
Björklund Boistrup, L. (2010). Assessment discourses in mathematics classrooms: a multimodal social semiotic study (PhD thesis). Stockholm University.
Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2003). Assessment for learning: putting it into practice. Open University Press.
Black, P. & Wiliam, D. (1998a). Assessment and classroom learning. Assessment in education: Principles, policy & Practice, 5 (1), 7-74. https://doi.org/10.1080/0969595980050102
Black, P. & Wiliam, D. (1998b). Inside the black box: raising standards through classroom assessment. Phi Delta Kappan, 80 (2), 139-144.
Black, P. & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21 (1), 5-31. https://doi.org/10.1007/s11092-008-9068-5
Bourke, R. & Mentis, M. (2013). Self-assessment as a process for inclusion. International Journal of Inclusive Education, 17 (8), 854-867. https://doi.org/10.1080/13603116.2011.602288
Bourke, R., Mentis, M. & Todd, L. (2011). Visibly learning: teachers' assessment practices for students with high and very high needs. International Journal of Inclusive Education, 15 (4), 405-419. https://doi.org/10.1080/13603110903038488
Brookhart, S. M. (2007). Expanding views about formative classroom assessment: a review of the literature. In J. H. McMillan (Ed.), Formative classroom assessment: theory into practice (pp. 43-62). Teachers College Press.
Brown, G. T. L. (2004) Teachers' conceptions of assessment: implications for policy and professional development. Assessment in Education: Principles, Policy & Practice, 11 (3), 301-318. https://doi.org/10.1080/0969594042000304609
Dorn, S. (2010). The political dilemmas of formative assessment. Exceptional Children, 76 (3), 325-337. https://doi.org/10.1177/001440291007600305
EADSNE (2009). Assessment for learning and pupils with special educational needs. European Agency for Development in Special Needs Education. http://www.european-agency.org/publications/flyers/assessment-materials/assessment-for-learning/assessment-for-learning-graphic-en.pdf
Florian, L. & Spratt, J. (2013). Enacting inclusion: a framework for interrogating inclusive practice. European Journal of Special Needs Education, 28 (2), 119-135. https://doi.org/10.1080/08856257.2013.778111
Fuchs, L. S. & Fuchs, D. (1986). Effects of systematic formative evaluation: a meta-analysis. Exceptional Children, 53 (3), 199-208. https://doi.org/10.1177/001440298605300301
Giota, J., Lundborg, O. & Emanuelsson, I. (2009). Special education in comprehensive schools: extent, forms and effects. Scandinavian Journal of Educational Research, 53 (6). https://doi.org/10.1080/00313830903302083
Göransson, K., Lindqvist, G. & Nilholm, C. (2015). Voices of special educators in Sweden: a total-population study. Educational Research, 57 (3), 287-304. doi.10.1080/00131881.2015.1056642
https://doi.org/10.1080/00131881.2015.1056642
Göransson, K., Nilholm, C. & Karlsson, K. (2011). Inclusive education in Sweden? A critical analysis. International Journal of Inclusive Education, 15 (5), 541-555. doi.10.1080/13603110903165141
https://doi.org/10.1080/13603110903165141
Hattie, J. (2009). Visible learning. A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hayward, L. (2013). Assessment for learning and the journey toward inclusion. In L. Florian (Ed.), The Sage handbook of special education (pp.523-535). Sage.
https://doi.org/10.4135/9781446282236.n33
Hollenweger, J. (2011). Teacher's ability to assess students for teaching and supporting learning. Prospects, 41 (3), 445-457. doi.10.1007/s11125-011-9197-3
https://doi.org/10.1007/s11125-011-9197-3
Isaksson, J., Lindqvist, R. & Bergström, E. (2010)."Pupils with special educational needs": a study of the assessments and categorizing processes regarding pupils' school difficulties in Sweden. International Journal of Inclusive Education, 14 (2), 133-151. doi.10.1080/13603110802504176
https://doi.org/10.1080/13603110802504176
Kvale, S. & Brinkmann, S. (2009). InterViews: learning the craft of qualitative research interviewing (2nd ed.). Sage.
Lee, C. & Wiliam, D. (2005). Studying changes in the practice of two teachers developing assessment for learning. Teacher Development, 9 (2), 265-283. doi.10.1080/13664530500200244
https://doi.org/10.1080/13664530500200244
Lewis, K. E. & Fisher, M. B. (2016). Taking stock of 40 years of research on mathematical learning disability: methodological issues and future directions. Journal for Research in Mathematics Education, 47 (4), 338-371.
https://doi.org/10.5951/jresematheduc.47.4.0338
Lin, P.-Y. & Lin, Y.-C. (2015). Identifying Canadian teacher candidates' needs for training in the use of inclusive classroom assessment. International Journal of Inclusive Education, 19 (8), 771-786, doi.10.1080/13603116.2014.970669
https://doi.org/10.1080/13603116.2014.970669
Marshall, B. & Drummond, M. J. (2006). How teachers engage with assessment for learning: lessons from the classroom. Research Papers in Education, 21 (2), 133-149. doi.10.1080/02671520600615638
https://doi.org/10.1080/02671520600615638
National Mathematics Advisory Panel. (2008). Chapter 6: report of the task group on instructional practices. http://www.ed.gov/about/ bdscomm/list/ mathpanel/report/instructional-practices.pdf
Palm, T., Andersson, C., Boström, E. & Vingsle, C. (2017). A review of the impact of formative assessment on student achievement in mathematics. Nordic Studies in Mathematics Education, 22 (3), 25-50.
Ravet. J. (2013). Delving deeper into the black box: formative assessment, inclusion and learners on the autism spectrum. International Journal of Inclusive Education, 17 (9), 948-964. doi.10.1080/13603116.2012.719552
https://doi.org/10.1080/13603116.2012.719552
Sach, E. (2012). Teachers and testing: an investigation into teachers' perceptions of formative assessment. Educational Studies, 38, 261-276. doi.1 0.1080.03055698.2011.598684
https://doi.org/10.1080/03055698.2011.598684
Scherer, P., Beswick, K., DeBlois, L., Healy, L. & Opitz, E. M. (2016). Assistance of students with mathematical learning difficulties: How can research support practice? ZDM, 48 (5), 633-649.
https://doi.org/10.1007/s11858-016-0800-1
Strauss. A. L. & Corbin, J. (1990). Basics of qualitative research: grounded theory procedures and techniques. Sage.
Torrance, H. & Pryor, J. (2001). Developing formative assessment in the classroom: using action research to explore and modify theory.British Educational Research Journal, 27 (5), 615-631. doi.10.1080/01411920120095780
https://doi.org/10.1080/01411920120095780
Vingsle, C. (2014). Formative assessment: teacher knowledge and skills to make it happen (Licentiate thesis). Umeå University.
Watkins, A. (Ed.) (2007). Assessment in inclusive settings: key issues for policy and practice. European Agency for Development in Special Needs Education.
Wiliam, D. & Thompson, (2008). Integrating assessment with learning: What will it take to make it work? In C. A. Dwyer (Ed.), The future of assessment: shaping teaching and learning (pp. 53-82). Lawrence Erlbaum.
https://doi.org/10.4324/9781315086545-3
Young, V. M. & Kim, D. H. (2010). Using assessments for instructional improvement: a literature review. Education Policy Analysis Archives, 18 (19), 1-40.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
