Surveying mathematics teachers' knowledge of formative assessment: a study of teachers in the Federal District of Brazil
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Advisors
Ruthven, Kenneth
Date
2018-11-10Awarding Institution
University of Cambridge
Author Affiliation
Education
Qualification
Doctor of Philosophy (PhD)
Language
English
Type
Thesis
Metadata
Show full item recordCitation
Vallim Reis Camargo, M. M. (2018). Surveying mathematics teachers' knowledge of formative assessment: a study of teachers in the Federal District of Brazil (Doctoral thesis). https://doi.org/10.17863/CAM.26004
Abstract
The research presented in this dissertation involves a quantitative study of
mathematics teachers' knowledge of formative assessment. Formative assessment
is understood as a process in which both teachers and students actively become
the agents of the process, responsible for their own knowledge and practice. In
this process, formally gathered evidence is used to formulate feedback
and inform decisions; and informal evidence (e.g. observation,
conversations) is used to generate teacher and peer-feedback to improve
learning (Hargreaves, 2005; Wiliam & Leahy, 2015).
The focus of the study is on mathematics teachers in state secondary schools in
the Brazilian Federal District. The research design employs survey methodology
with a structured e-questionnaire. The questionnaire was designed based on six
domains of knowledge extracted from existing research literature. The several
piloting phases, and a field test conducted with a larger sample, demonstrate
the validity and reliability of the instrument and provide information about
mathematics teachers' knowledge of formative assessment.
The evidence shows that teachers in the Federal District did relatively better
in terms of interpreting evidence of students' learning and helping students to
use assessment information. On the other hand, they had a relatively lower
performance in terms of choosing/developing assessment methods (e.g. classroom
activities, discussions) to elicit evidence of students' learning. The overall
performance of teachers in the Federal District was lower than that of teachers
sampled from the other states of Brazil.
The original contribution of this research is methodological in the
development, piloting and application of a new instrument to assess mathematics
teachers' knowledge of formative assessment; and to knowledge in
providing information and a unique insight into Brazilian mathematics teachers'
knowledge of formative assessment. There are important implications for policy
and practice, focussing on teachers' professional development with regards to
formative assessment and clarifying Brazilian teachers' roles as assessors.
Keywords
Formative assessment, Mathematics Education, Federal District of Brazil, Secondary school, questionnaire
Sponsorship
Capes Brazil
Cambridge Trust
Identifiers
This record's DOI: https://doi.org/10.17863/CAM.26004
Rights
All rights reserved, All Rights Reserved
Licence URL: https://www.rioxx.net/licenses/all-rights-reserved/
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