Assessment Literacy in a Mathematics Classroom

The purpose of this study was to determine the effects of using assessment literacy in a math classroom. This was accomplished by analyzing the test results of students in two different high school Geometry B classes. Both classes were taught the same curriculum, with the same textbook and tests, and by the same teacher. However, assessment literacy techniques were only implemented in one of the two classes. Both classes completed a pre and post-test. The researcher compared the growth of both classes. Results of the study showed that incorporating assessment literacy techniques such as student friendly learning targets, reflection, self-assessment, and peer-assessment increased student growth and achievement in a math classroom. The study recommends that instruction in the techniques of Assessment Literacy should be made part of the professional development of mathematics teachers.

Name thesis:degree_name

Master of Science

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Mathematics

Year

2017

Author dc:creator

• Doran, Virginia M.

Contributors dc:contributor

• Diana Galante, Ph.D.
• Michael Blomarz, Ph.D.
• Robert Kaufmann, Ph.D.

• assessment
• formative assessments
• summative assessments
• assessment literacy
• assessment of learning
• assessment for learning
• assessment as learning
• Science and Mathematics Education

Repository record dc:identifier

https://opus.govst.edu/theses/109

OAI identifier oai:identifier

oai:opus.govst.edu:theses-1111