Exploring the feasibility and effectiveness of assessment techniques to improve student learning in primary mathematics education

Abstract

In the present study we investigated to what extent workshops aimed at improving teachers’ use of classroom assessment techniques had an effect on students’ achievement in mathematics. Ten primary school teachers participated in two consecutive small-scale studies, aimed at using and improving different classroom assessment techniques in mathematics education. In total, 214 students were involved. The studies were carried out in the Netherlands. Qualitative and quantitative measures were used to investigate the feasibility and effectiveness of the assessment techniques. In both studies teachers and students reported enjoying the techniques and finding them useful. In terms of mathematics achievement, results indicate students improving considerably; the students’ scores increased more than the national mean.