The purpose of this study was to investigate the challenges affecting teachers’ classroom assessment practices and to explore how these challenges influence effective teaching and learning. The study was qualitative in nature and employed an instrumental case study approach. Semi-structured interviews, observations, and document analyses were used in the investigation. The study utilized the conceptual framework based on the model suggested by Hargreaves, Earl and Schmidt (2002). The model comprised four perspectives – technological, cultural, political and postmodern, with the intention of accounting for teachers’ assessment practices. Teachers from four different schools in North West Province were interviewed and observed. The data collected through the observations and interviews allowed me to map out the different challenges encountered by teachers in their classroom assessment practices. I also analysed documents that teachers used in conducting assessment. Document analysis was used to triangulate the information collected through observations and interviews. Textual data was analysed using content analysis. The teachers’ narratives varied according to their teaching experience and background within the diverse contexts of their particular school environments. Major challenges that emanated from this study were policy interpretation, overcrowding, support, parental involvement, moderation mechanisms (internal and external), assessment planning, implementation and communication as well as lack of resources. In order to address these challenges, teachers relied on cluster meetings, their colleagues and mostly their personal experiences. The study also revealed that teachers’ understanding and practices of classroom assessment are influenced by their social and educational context. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Traditional tests for large-scale assessment of mathematics learning have been criticized for several reasons, such as their mismatch between the vision of mathematical competence and the content covered by the test, and their failure to provide relevant information for guiding further learning and instruction. To achieve that large-scale assessments can function as tools for monitoring and improving learning and teaching, one has to move away from the rationale, the constraints, and the practices of traditional tests. As an illustration this paper presents an alternative approach to largescale assessment of elementary school mathematics developed in Flanders, Belgium Using models of item response theory, 14 measurement scales were constructed, each representing a cluster of curriculum standards and covering as a whole the mathematics curriculum relating to numbers, measurement and geometry. A representative sample of 5,763 sixth-graders (12-year-olds) belonging to 184 schools participated in the study. Based on expert judgments a cut-off score was set that determines the minimum level that students must achieve on each scale to master the standards. Overall, the more innovative curriculum standards were mastered less well than the more traditional ones. Few gender differences in performance were observed. The advantages of this approach and its further development are discussed.

This thesis provides findings from a qualitative study that explores the assessment process undertaken by teachers in Swedish primary technology education. The thesis aims to contribute to a deeper understanding of how teachers assess in technology education. In this study assessment with the purpose of acquiring information in order to adjust the teaching to the pupils’ needs for future progress is explored in particular. Teachers’ work with assessment is explored in two teacher-focused sub-studies. Sub-study 1 focuses on the long-cycle formative assessment and on the formal documentation of pupils’ attainment, the so-called IDP with written assessment. Sub-study 2 explores the short cycle of formative assessment and highlights two teachers’ classroom assessments practice. The results presented are built upon authentic samples of assessment documents (IDPs), classroom observations and teacher interviews. The study shows that the teachers are alone in the planning, executing and follow-up of technology education. Support is both asked for and needed. / <p>QC 20121109</p>

In terms of assessment practices, in all facets of education there is a strong focus on assessment at the end of learning. New trends in the literature motivate for the continuous use of assessment strategies in classrooms, with a learner-centred approach. Many questions arise on this topic: When lecturers review their own higher education classroom assessment practices, what will be the extent of their discovery? Are they still inclined to do assessment after teaching and learning has taken place? Or are they moving towards continuous classroom assessment practices in line with the new trends? Is there still a place for classroom assessment at the end of teaching and learning? Should the one or the other be used or should there be a balance between the various strategies? With students perceiving assessment as being judgemental and oppressive and as the most political of all educational processes (Reynolds et al., 2000:268), how does the power struggle unfold in the classroom? By means of participatory action research I encouraged lecturers to reflect critically on their own classroom assessment practices. The lecturers engaged in critical discourses regarding their teaching, learning and assessment strategies and subsequently engaged in transformative actions resulting from their critical reflections. The aim of the research was to determine whether an emancipatory praxis had been developed and whether their reflections had brought about change and improved their classroom assessments. I wished to understand how the changes they had experienced were infused with theories of empowerment, emancipation and liberation. The nature of curriculum praxis of classroom assessment was investigated to determine the status of classroom assessment in a specific higher education context and to see how the balanced assessment system is reflected and how classroom assessment develops as an emancipatory praxis. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

In terms of assessment practices, in all facets of education there is a strong focus on assessment at the end of learning. New trends in the literature motivate for the continuous use of assessment strategies in classrooms, with a learner-centred approach. Many questions arise on this topic: When lecturers review their own higher education classroom assessment practices, what will be the extent of their discovery? Are they still inclined to do assessment after teaching and learning has taken place? Or are they moving towards continuous classroom assessment practices in line with the new trends? Is there still a place for classroom assessment at the end of teaching and learning? Should the one or the other be used or should there be a balance between the various strategies? With students perceiving assessment as being judgemental and oppressive and as the most political of all educational processes (Reynolds et al., 2000:268), how does the power struggle unfold in the classroom? By means of participatory action research I encouraged lecturers to reflect critically on their own classroom assessment practices. The lecturers engaged in critical discourses regarding their teaching, learning and assessment strategies and subsequently engaged in transformative actions resulting from their critical reflections. The aim of the research was to determine whether an emancipatory praxis had been developed and whether their reflections had brought about change and improved their classroom assessments. I wished to understand how the changes they had experienced were infused with theories of empowerment, emancipation and liberation. The nature of curriculum praxis of classroom assessment was investigated to determine the status of classroom assessment in a specific higher education context and to see how the balanced assessment system is reflected and how classroom assessment develops as an emancipatory praxis. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

The study intends to investigate the nature and cognitive demands of contextual word-problems posed in the FET mathematics examinations of IEB and NSC. The analysis of the mathematization of real-life situations to form contextual word-problems is based on the theory of authentic task situations. The theoretical basis for analyzing mathematics teaching and learning is the Realistic Mathematics Education (RME) theory. Data was obtained using the schedule of mathematization of real-life situations and the schedule of total marks of contextual word-problems and national performance. All contextual word-problems included in the 2008-2013 question papers of IEB and NSC mathematics examinations were analysed. The research revealed that 509 marks out of 1800 marks were allocated to contextual word-problems in IEB examinations; whereas 473 marks out of 1800 marks were allocated to contextual word-problems in NSC examinations. / Mathematics Education / M. Sc. (Mathematical Education)

Learn how to realize a measurable increase in student engagement and achievement in mathematics through a guided, collaborative, and active process grounded in mathematics. Students and teachers collaboratively devise a data-driven plan of action that moves learning forward for all students and effectively supports at-risk secondary students in urban environments. Learn how teachers in the LMU Math and Science Teaching Program effectively implement assessments as motivations for student achievement and develop opportunities for students to demonstrate comprehension and retention of essential content over time. Students become active participants in the assessment process in an environment where learning is an individual progression and risk-taking is valued and encouraged. Find out how students, guided by teacher-provided descriptive feedback, make decisions in a process of self-reflection in which they critically analyze and compare their learning outcomes to expectations of content mastery. By comparing mastery to current performance, students utilize failure and engage in error analysis to deconstruct prior shortcomings and devise a plan of action that will move learning forward thereby overcoming failure.

The study intends to investigate the nature and cognitive demands of contextual word-problems posed in the FET mathematics examinations of IEB and NSC. The analysis of the mathematization of real-life situations to form contextual word-problems is based on the theory of authentic task situations. The theoretical basis for analyzing mathematics teaching and learning is the Realistic Mathematics Education (RME) theory. Data was obtained using the schedule of mathematization of real-life situations and the schedule of total marks of contextual word-problems and national performance. All contextual word-problems included in the 2008-2013 question papers of IEB and NSC mathematics examinations were analysed. The research revealed that 509 marks out of 1800 marks were allocated to contextual word-problems in IEB examinations; whereas 473 marks out of 1800 marks were allocated to contextual word-problems in NSC examinations. / Mathematics Education / M. Sc. (Mathematical Education)

La présente thèse propose une étude exploratoire sur le travail en équipe d’étudiants en situation d’apprentissage par projet (design de produits et services, design intérieur, urbanisme, etc.). Cette étude vise le développement d’un modèle d’évaluation pour l’apprentissage du travail en équipe. Depuis quelques décennies, des projets en équipe ont été intégrés dans les formations en design afin de placer l’étudiant dans des situations authentiques. Toutefois, des défis récurrents entraînent des questions sur les formules pédagogiques, notamment quant au niveau de collaboration au sein des équipes. La compréhension de cette activité, qui vise la coconstruction de connaissances et qui a un rôle crucial sur les expériences des étudiants, reste à éclaircir. Appuyé sur une revue des différentes dynamiques d’équipe, notre étude est structurée en deux volets soit d’abord, mieux comprendre les expériences des projets de conception en équipe et, ensuite, identifier des pistes pour valoriser l’évaluation pour l’apprentissage du travail en équipe. Ces objectifs sont traduits dans nos questions générales qui guident la recherche : Comment l’expérience d’apprentissage en contexte de projet de design en équipe est-elle vécue par les étudiants? Et, comment accompagner le développement de la compétence à travailler en équipe? Le courant de l’évaluation pour l’apprentissage nous guidera dans une vision qui considère cette activité comme un pivot pour l’engagement de l’apprenant dans le jugement de sa performance. Inscrit dans le paradigme socioculturaliste, ce courant valorise l’externalisation sociale pour l’internalisation dans les zones de développement. Ce positionnement justifie le choix d’un cadre théorique fondé sur la théorie de l’activité et la théorie de l’apprentissage expansif. Ce cadre offre une structure basée sur le collectif, la médiation et l’orientation vers un objet aux visées innovantes. L’apprentissage expansif voit l’apprentissage comme progressant d’une compréhension abstraite vers des actions concrètes, pour raffiner l’état initial. Sur la base de l’approche interventionniste proposée par le cadre théorique, le rôle du chercheur est redéfini afin d’inciter les participants à l’action. La méthodologie déployée vise à suivre les expériences de 22 étudiants en situation de projet d’équipe à la Faculté de l’aménagement de l’Université de Montréal. Les données de cet échantillon à cas multiples ont été recensées grâce à des questionnaires hebdomadaires et des entretiens. Par ces sources qualitatives, les étudiants ont pu raconter leurs expériences de projet et leurs cheminements. Une approche multiphases a permis une alternance et un enrichissement entre la collecte et l’analyse des données. La première partie de l’analyse fait ressortir les caractéristiques de l’expérience vécue par les participants. Au total, 33 caractéristiques et leurs facteurs sont catégorisés dans les 5 zones du « modèle des zones proximales de développement des compétences pour le travail en équipe » et organisés selon les niveaux de formation. La deuxième partie de l’analyse sert de validation théorique grâce à l’approfondissement du modèle sur la base du processus de projet par les composantes à encadrer et à évaluer (qualifiées par le stade de l’objet, les savoirs, les qualités, les capacités et les types de régulation). Finalement, ces bases sont testées en regard des stades de l’apprentissage expansif et des défis vécus par les participants traduisant la profondeur de leurs parcours cognitifs. Les contributions de cette étude s’expriment par la proposition d’un cadre pédagogique en cohérence avec le niveau de formation, le contexte de projet et les bases de la discipline. Le modèle est basé sur la pédagogie par projet, constructive et dynamique, apportant de nouvelles connaissances à l’étudiant, qui est encadré par une structure expansive vers le design collaboratif. Le cadre proposé se bâtit sur le regard réflexif des étudiants sur eux-mêmes et sur les autres et est sollicité pour une plus grande autonomie. Les contributions de la recherche sont pertinentes pour les étudiants, les professionnels et les enseignants du design. Elles visent une cohérence marquée au sein de la discipline d’attache grâce à une perspective active et, en outre, une meilleure préparation des étudiants au monde professionnel. / This thesis proposes an exploratory study on teamwork practices of design students in the context of project-based learning (in the domains of product and service design, interior design, urbanism, etc.). This study aims to develop a model of assessment for learning teamwork. For the past few decades, teamwork has been integrated within most design curricula. These social learning experiences place students in authentic situations, but recurring challenges keep emerging regarding their educational integration. We aim to enhance our understanding of assessment, which has a crucial influence on learning experiences. Based on a literature review on teamwork dynamics, the research is structured in two stages. Firstly, the research focuses on better understanding team learning experiences. Secondly, we seek to identify guidelines to enhance assessment for learning teamwork during design projects. Our research objectives are developed into the following questions: How do students experience their learning process when they work as a team while designing? And how to support the development of teamwork skills? Assessment for learning will guide us in considering assessment as a key aspect to engage learners in judging their performance. Assessment for learning values social externalization over internalization through the zones of development. This position guides toward a theoretical framework based on the activity theory and the theory of expansive learning. The combination of these frameworks offers a strong theoretical structure based on collectivity, mediation, and orientation toward an expansive object. Expansive learning sees learning as moving from an abstract understanding to concrete actions to improve the system’s initial state. The adoption of an interventionist approach, as proposed by activity theory, will redefine the researcher’s role to encourage participants to take action. The methodological strategy is organized around the team projects of 22 students from the Faculty of environmental design of University of Montreal (Canada). The data was collected from multiple case studies over few weeks of teamwork. It was gathered through weekly questionnaires and interviews. Using these complementary qualitative tools, participants shared their experiences by discussing their processes. A multiphase strategy allowed for simultaneous data collection and analysis. The first stage of analysis uncovers the characteristics of the learners’ lived teamwork experiences. In total, 33 characteristics and their respective factors were organized into the 5 categories of our model entitled: “zone of proximal development for teamwork skills”, structured according to training levels. The second part of the analysis concentrates on the theoretical validation of the model by enriching the model with the components to instruct and to assess (according to the stage of the object, types of knowledge, task qualities, learners’ capacities, and types of regulation). Finally, these guidelines are tested in regard to expansive learning by looking closely at the challenges and tensions experienced by the participants to translate each participant’s cognitive journey. This study seeks to contribute to the proposition of a coherent pedagogical framework in accordance with training levels and the basics of the discipline. Our model offers a pedagogical structure that is constructive and dynamic as it brings new knowledge to the student while being guided by an expansive structure towards collaborative design. The proposed framework is built on the reflective journey of students on themselves and others, solicited for greater autonomy. The contributions of this study are pertinent for design students, practitioners, and teachers. They seek an enhanced coherence with the discipline supported by an active perspective for better preparation of students to their future professional work environment.

This dissertation thesis is focused on the theme of formative assessment on a secondary level of education. The aim of this thesis is to define formative assessment and to show how it is implemented to the teaching process of the Czech language and literature on a secondary level of education. The theoretical part presents a review based on major international and national sources. Formative assessment is defined as an evaluation which brings valuable information concerning the knowledge and skills of the given pupil during the process of education. The typology and function of formative assessment, questions linked to its successful implementation are elaborated together with this methods: goals, criteria, feedback, self-assessment and peer assessment. The aim of the empirical part is to define the real form of the implementation of formative assessment in six targeted Czech schools. This thesis also presents the attitude of students towards the implementation of this method. A qualitative research method was chosen and a multiple case study was used as a form of research strategy. The data collection consisted of observation, document analysis and interviews with teachers and pupils. The formative assessment methods were best implemented under the supervision of a skilled mentor. Contrary to...