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The evolution of feedback practice of a mathematics teacher

Publication . Santos, Leonor; Pinto, Jorge

This study was done in the context of a project on learning assessment practices. It aims to understand the professional development of a math’s teacher, regarding her practice in feedback production over a period of three years. Following an interpretive methodology, the data was collected from documents and interviews and the data analysis was done from pre-defined categories supported by the theoretical framework. This study shows that the teacher gives increased importance to feedback as a learning resource. Although she uses a standard feedback, her evolution points out to the establishment of favorable moments for student’s reflection, to noting fewer errors, encouraging correction and varying the feedback’s syntactic form.

2010Conference object

Open access

Is assessment for learning possible in early school years?

Publication . Santos, Leonor; Pinto, Jorge

Nowadays, most countries consider assessment for learning a challenge towards a more inclusive school. Their adherence to the idea may be consensual but the practices don’t seem to express this desire yet. Many teachers have been wondering whether there is an appropriate minimum age for students to reflect upon their actions, along with their teacher, so to overcome difficulties. This article reports a study that seeks to understand assessment practices, developed for five and eight year old students, particularly in the use of feedback in the development of portfolios and of worksheets in the classroom, as well as the contributions of those learning practices. This study followed an interpretative approach and was carried out in Portugal with a group of kindergarten children and a group of Grade 2 children. The data was collected from classroom observations, students’ interviews and documents analyses. The final results evidence that, regardless of age, students are capable of reflecting on their present actions and of deciding about future actions. However, while five year old students consider the feedback as part of their learning process, eight year old students are pretty much aware of what is right or wrong. School experience seems to contribute effectively to a certain idea of assessment and of more traditional forms of communication in teaching. Thus, assessment for learning can be developed with students of any age and the sooner they start to experience it for themselves the better it will be for their learning.

2011Journal article

Open access