Abstract
Purpose – The main purpose of this study was to examine mathematics teachers’ abilities in developing formative assessments when teaching algebraic reasoning after utilizing two innovations: lesson study and open approach. Methodology – A single group quasi-experimental research design was employed in two mathematics classes in a school in Chaiyaphum province, Thailand. The target group was all the 11 mathematics teachers, who were pre-tested, then post-tested afterthe lesson study and open approach training. This was followed bytheir participation in setting up a lesson study group and conducting 10 lesson study cycles involving two research participants who were teaching two selected classes. The instruments were a questionnaire, the Assess Today rubric, interview protocols, 10 lesson plans, field notes, classroom observation video recordings, and students’ written work. The AssessToday rubric was the main instrumentwritten work. The AssessToday rubric was the main instrumentused to determine the ability level of the mathematics teachers indeveloping formative assessment in terms of seven components,namely learning targets, question quality, nature of questioning, selfevaluation,observation of student affect, instructional adjustment,and evidence of learning. Results – The pre-test and post-test results showed an improvementin the mathematics teachers’ understanding about formativeassessment, the methods used in formative assessment, and how theycould use the data from the formative assessment while they wereimplementing the two innovations. In addition, the AssessToday rubric showed that both mathematics teachers were progressinggradually from novice, apprentice to practitioner level in theirabilities in developing formative assessment after the 10 cycles ofinnovation practices in all the seven components. The results implythat the mathematics teachers showed vast improvement in their abilities in developing formative assessment after they implemented the lesson study and open approach innovations in their teaching. Significance – The results contribute significantly to knowledge about the usefulness of the lesson study and open approach innovations in enhancing mathematics teachers’ abilities in developing formative assessment.
Highlights
Classroom assessment is important because it enables mathematics teachers to make informed decisions about further lessons and leads to instruction that adequately fits their students’ needs and possibilities (Veldhuis, 2015)
This research design was suitable for addressing assessment questions about the impact of Lesson study (LS) and open approach (OA) innovations because it emphasized the use of comparative data as the context for interpreting results (Srikoon, Bunterm, Nethanomsak, & Tang, 2017)
The target group comprised 11 mathematics teachers from a school located in Kaengkhro District, Chaiyaphum province, who were purposively selected because they were trained in the LS and OA workshop with the Center for Research in Mathematics Education (CRME), Faculty of Education, Khon Kaen University, Thailand
Summary
Classroom assessment is important because it enables mathematics teachers to make informed decisions about further lessons and leads to instruction that adequately fits their students’ needs and possibilities (Veldhuis, 2015). Black et al (2004) further clarified that an assessment activity can aid students’ learning because it offers information to mathematics teachers that enables them to adjust the teaching and learning activities in which they are involved. They defined such assessment as formative assessment because the evidence is used to adapt the teaching work to meet learning needs. The Thailand Ministry of Education (2008) urged teachers to assess their students’ progress using various methods that are relevant to the students’ developmental levels and suitable for that particular subject requirement
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