Please use this identifier to cite or link to this item:
https://www.um.edu.mt/library/oar/handle/123456789/28060
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Buhagiar, Michael A. | - |
dc.contributor.author | Murphy, Roger | - |
dc.date.accessioned | 2018-03-20T07:06:10Z | - |
dc.date.available | 2018-03-20T07:06:10Z | - |
dc.date.issued | 2008 | - |
dc.identifier.citation | Buhagiar, M. A., & Murphy, R. (2008). Teachers’ assessments of students’ learning of mathematics. Assessment in Education: Principles, Policy & Practice, 15(2), 169-182. | en_GB |
dc.identifier.uri | https://www.um.edu.mt/library/oar//handle/123456789/28060 | - |
dc.description.abstract | This paper reports a study of the classroom assessment practices of 12 sixth form college mathematics teachers in Malta. It explores the extent to which these teachers are knowledgeable about their students’ learning of mathematics and the implications that this has for their classroom practices. It reveals that these teachers’ knowledge of their students’ understanding of certain mathematical concepts is fairly limited. It then goes on to discuss this phenomenon in terms of a process that can hinder rather than promote learning. The research illuminates the position of teachers who appear to lack certain detailed information about their students which, it can be argued, could inform more effective teaching strategies. The paper concludes by exploring possible implications for similar situations where learning could be enhanced by more effective classroom assessment strategies and their use to inform future teaching and learning activities. | en_GB |
dc.language.iso | en | en_GB |
dc.publisher | Routledge | en_GB |
dc.rights | info:eu-repo/semantics/restrictedAccess | en_GB |
dc.subject | Mathematics -- Study and teaching -- Malta | en_GB |
dc.subject | Education -- Study and teaching -- Malta | en_GB |
dc.subject | Mathematics -- Study and teaching -- Evaluation | en_GB |
dc.subject | Educational tests and measurements | en_GB |
dc.title | Teachers’ assessments of students’ learning of mathematics | en_GB |
dc.type | article | en_GB |
dc.rights.holder | The copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder | en_GB |
dc.description.reviewed | peer-reviewed | en_GB |
dc.identifier.doi | 10.1080/09695940802164192 | - |
dc.publication.title | Assessment in Education : Principles, Policy & Practice | en_GB |
Appears in Collections: | Scholarly Works - FacEduMSE |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
Teachers_assessments_of_students_learning_of_mathematics.pdf Restricted Access | 609.72 kB | Adobe PDF | View/Open Request a copy |
Items in OAR@UM are protected by copyright, with all rights reserved, unless otherwise indicated.