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Paper Title
Fine-Grained, Continuous Assessment for the
Diverse Classroom: A Key Factor to Increase Performance in
Mathematics
Armando Paulino Preciado Babb, University of
Calgary; Martina Metz; Soroush Sabbaghan, University of
Cagary; Brent Davis, University of Calgary; Sharon Friesen,
University of Calgary
Author(s)
Understanding Structures That Support
Mathematics Teachers and Effective Practices
Session Title
Roundtable Presentation
Session Type
4/12/2016
Presentation Date
Washington, D.C.
Presentation Location
Mathematics Education, Teacher Education - In-
Service/Professional Development, Teacher Knowledge
(cultural/content/pedagogical)
Descriptors
Mixed Method
Methodology
Division K - Teaching and Teacher Education
Unit
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Fine-grained, continuous assessment for the diverse
classroom: A key factor to increase performance in
mathematics
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Abstract—The increasing focus on formative assessment has
permeated through educational policy internationally. Yet, scholars call
for more empirical data to support the promise of formative
assessment, as well as the development of theory. In this paper we
propose that continuous assessment for everyone during instruction—
a focus not commonly addressed in the literature—can be a key factor
for students’ achievement in mathematics. We present results from an
intervention at one school with long history of poor performance in
mathematics. Preliminary results from a longitudinal study showed
that the intervention impacted positively on students’ basic
mathematical skill. However, di#erences in teaching practices suggest
that instant, continuous assessment for all students is a key factor for
improving mathematical performance.
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Introduction
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Conclusions
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References
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