The Impact of Formative Assessment Activities on the Development of Teacher Agency in Mathematics Teachers

Autor/inn/en	van der Nest, Adri; Long, Caroline; Engelbrecht, Johann
Titel	The Impact of Formative Assessment Activities on the Development of Teacher Agency in Mathematics Teachers
Quelle	In: South African Journal of Education, 38 (2018) 1, Artikel 1382 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (van der Nest, Adri) ORCID (Long, Caroline) ORCID (Engelbrecht, Johann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Teaching Methods; Formative Evaluation; Mathematics Teachers; Mathematics Instruction; Faculty Development; Foreign Countries; Case Studies; Curriculum Implementation; Grade 9; Mathematical Concepts; Qualitative Research; Secondary School Mathematics; Secondary School Teachers; Observation; Questionnaires; Semi Structured Interviews; South Africa + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Ausland; Case study; Fallstudie; Case Study; School year 09; 9. Schuljahr; Schuljahr 09; Qualitative Forschung; Beobachtung; Fragebogen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Although buoyed by the induction of a democratic government, and the high ideals of our constitution, the South African education system has in many ways not met the expectations of its people, in this case, the mathematics education community. With the birth of an expansive intended curriculum came the monitoring of the outcomes through systemic type testing, the so-called attained curriculum. In time, it became clear that the inevitable 'teaching to the test' would constitute a narrowing of the implemented curriculum. Two possible constraining influences of the systemic test were identified, namely, a narrowing of the curriculum, and reliance on only one source of external monitoring. To counteract these, a project titled Assessment Enhanced Teaching and Learning (AETL) has been initiated, involving Grade Nine mathematics teachers. The aim of the project is to provide intermittent markers of progress to the teachers and learners at strategic points throughout the year. Teacher involvement in the design and implementation of these formative assessment tasks is thus central to the project. In this paper, we report on a case study at one school in the Pretoria region, and explore the use of structured assessment tasks as an approach to professional development. The question posed here is, "How does the implementation of strategically designed assessment tasks support professional development and enable professional agency?" Our findings indicate a strong sense of agency motivated by the need to excel in systemic type testing. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01