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Examining the Implementation of Form...

Fatima, Iffath.

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Examining the Implementation of Formative Assessment Practices in Middle School Mathematics: A Basic Qualitative Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining the Implementation of Formative Assessment Practices in Middle School Mathematics: A Basic Qualitative Study./
Author:	Fatima, Iffath.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	206 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29206474
ISBN:	9798819338698

Examining the Implementation of Formative Assessment Practices in Middle School Mathematics: A Basic Qualitative Study.
Fatima, Iffath.

Examining the Implementation of Formative Assessment Practices in Middle School Mathematics: A Basic Qualitative Study. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 206 p.

Source: Dissertations Abstracts International, Volume: 83-12, Section: A.

Thesis (Ph.D.)--Capella University, 2022.

This item must not be sold to any third party vendors.

The problem in this study was students failing to meet state-mandated mathematics proficiency. The purpose of this basic qualitative study was to examine teachers' experiences using formative assessment practices (FAP) in teaching mathematics in Grades 6 through 8. A gap in the literature related to teachers' use of FAP to increase mathematics proficiency. The rationale for this study was to understand teachers' use of FAP in teaching mathematics. A basic qualitative research methodology was used to conduct the study. The theoretical framework included the theory of formative assessment, learning progression theory, and learner equity theory (or right of the learner theory). The overall research question examined how middle school teachers designed and implemented FAP in teaching mathematics. Two sub-research questions investigated how teachers clarified students' mathematical misconceptions using FAP; and how teachers responded to students' ideas, providing feedback. The population and sample for this study included all middle school mathematics teachers in the state, with a sample of 12 certified mathematics teachers, with three or more years of experience and professional development training in FAP. Data collection included open-ended interviews and document reviews. Data analysis followed a thematic analysis process. Findings consistent with the literature included themes such as designing FAP to (a) improve students' engagement, (b) measure mastery of skills, (c) uncover misconceptions by diverging tasks, (d) provide feedback, and (e) encourage engagement in deep thinking at the beginning, middle, and end of lessons. Recommendations for comprehensive school district implementation and future studies with a larger population were made.

ISBN: 9798819338698Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Feedback

Examining the Implementation of Formative Assessment Practices in Middle School Mathematics: A Basic Qualitative Study.
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520 $a The problem in this study was students failing to meet state-mandated mathematics proficiency. The purpose of this basic qualitative study was to examine teachers' experiences using formative assessment practices (FAP) in teaching mathematics in Grades 6 through 8. A gap in the literature related to teachers' use of FAP to increase mathematics proficiency. The rationale for this study was to understand teachers' use of FAP in teaching mathematics. A basic qualitative research methodology was used to conduct the study. The theoretical framework included the theory of formative assessment, learning progression theory, and learner equity theory (or right of the learner theory). The overall research question examined how middle school teachers designed and implemented FAP in teaching mathematics. Two sub-research questions investigated how teachers clarified students' mathematical misconceptions using FAP; and how teachers responded to students' ideas, providing feedback. The population and sample for this study included all middle school mathematics teachers in the state, with a sample of 12 certified mathematics teachers, with three or more years of experience and professional development training in FAP. Data collection included open-ended interviews and document reviews. Data analysis followed a thematic analysis process. Findings consistent with the literature included themes such as designing FAP to (a) improve students' engagement, (b) measure mastery of skills, (c) uncover misconceptions by diverging tasks, (d) provide feedback, and (e) encourage engagement in deep thinking at the beginning, middle, and end of lessons. Recommendations for comprehensive school district implementation and future studies with a larger population were made.
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