Research in Mathematical Education (한국수학교육학회지시리즈D:수학교육연구)

Korean Society of Mathematical Education (한국수학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Investigating the reassessment opportunity for prospective teachers within their initial required content course

  • Amanda J. Meiners (Mathematics and Statistics, Northwest Missouri State University) ;
  • Angel Luis Figueroa-Rosado (Curriculum and Instruction, University of Alabama)
  • Received : 2024.01.10
  • Accepted : 2024.05.09
  • Published : 2024.06.30
Download PDF
⟨ Previous Next ⟩

Abstract

In K-12 education, reassessment is a common practice, providing students with opportunities to enhance their understanding through low-stakes assignments. However, reassessment is underutilized in higher education, including during the challenges posed by the COVID-19 pandemic. Our study advocates for expanding the use of reassessment in university settings to promote holistic learning and focus on what shifts of change were made by students in an initial mathematics content course as they sought to gain licensure for teaching in a birth (daycare/pre-K setting) to eighth-grade classrooms. Our study took place during COVID-19 semesters and aimed to examine how using a reassessment approach early on in a gateway course for Prospective Teachers (PTs) affected the pass rate of the course. Results showed significant differences between the PTs who engaged with the test recovery and those who did not. We propose recovery opportunities like ours provide the necessary guidance to support early degree necessary classes that are typically gatekeeping and, as another, likely cause too few students within the courses because they were able to advance into the teacher pipeline and out into the field. Future studies may consider how the reassessment could be done more before the official summative assessment of a unit or chapter to continue the shifts in teaching practices and pedagogy that are constant within the K-12 education systems at the university level.

Keywords

References

  1. Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers' math anxiety affects girls' math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860-1863. https://doi.org/10.1073/pnas.0910967107
  2. Berry, R. (2008). Assessment for learning (Vol. 1). Hong Kong University Press.
  3. Bezuk, N., Bay-Williams, J., Clements, D. H., Martin, W. G., Aguirre, J., Boerst, T., Burroughs, E. A., Dickey, E., Hughes, E., & Huinker, D., Gutierrez, R., Karp, K., Lewis, J., Olson, T. A., Philipp, R., Rigelmann, N., Strutchens, M. E., White, D. Y., Thomas, C. D. (2017). AMTE standards for mathematics teacher preparation. Association of Mathematics Teacher Educators.
  4. Boaler, J. (1998). Open and closed mathematics: Student experiences and understandings. Journal for Research in Mathematics Education, 29(1), 41-62. https://doi.org/10.2307/749717
  5. Boaler, J. (2014). The mathematics of hope: Moving from performance to learning in mathematics classrooms. Youcubed at Stanford University.
  6. Boaler, J., & Dweck, C. S. (2016). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages, and innovative teaching. Jossey-Bass & Pfeiffer Imprints.
  7. Boaler, J., & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of Railside school. Teachers College Record, 110(3), 608-645. https://doi.org/10.1177/016146810811000302
  8. Browne, M. N., & Freeman, K. (2000). Distinguishing features of critical thinking classrooms. Teaching in Higher Education, 5(3), 301-309. https://doi.org/10.1080/713699143
  9. Bush, S. B., Roy, G. J., & Jackson, C. (2020). Catalyzing change in middle school mathematics: Initiating critical conversations. NCTM.
  10. Callis, L. K. (2017). Mathematics content courses for preparing elementary teachers: Curriculum and instruction (Publication Number 10279448) [Doctoral dissertation, Boston University]. ProQuest Dissertations & Theses Global.
  11. Earl, L. M., & Katz, M. S. (2006). Rethinking classroom assessment with purpose in mind: Assessment for learning, assessment as learning, assessment of learning. Manitoba Education, Citizenship & Youth.
  12. Gallardo, K. (2020). Competency-based assessment and the use of performance-based evaluation rubrics in higher education: Challenges towards the next decade. Problems of Education in the 21st Century, 78(1), 61-79. https://files.eric.ed.gov/fulltext/EJ1265812.pdf https://doi.org/10.33225/pec/20.78.61
  13. Gao, X., Li, P., Shen, J., & Sun, H. (2020). Reviewing assessment of student learning in interdisciplinary STEM education. International Journal of STEM Education, 7(1), 1-14. https://doi.org/10.1186/s40594-020-00225-4
  14. Ginsburg, A., Cooke, G., Leinwand, S., Noell, J., & Pollock, E. (2005). Reassessing US international mathematics performance: New findings from the 2003 TIMSS and PISA. American Institutes for Research.
  15. Graham, K., Burrill, G., & Curtis, J. (2018). Catalyzing change in high school mathematics: Initiating critical conversations. NCTM.
  16. Huinker, D., Yeh, C., & Marshall, A. M. (2020). Catalyzing change in early childhood and elementary mathematics: Initiating critical conversations. NCTM
  17. Hunt Aubuchon Griffith, R. (2021). Beyond college readiness: First-generation college student persistence through the K-16 educational pipeline [Doctoral dissertation, University of Miami]. https://scholarship.miami.edu/esploro/outputs/doctoral/Beyond-College-Readiness-First-Generation-College-Student/991031596283902976
  18. Griggs, M. S., Rimm-Kaufman, S. E., Merritt, E. G., & Patton, C. L. (2013). The responsive classroom approach and fifth grade students' math and science anxiety and self-efficacy. School Psychology Quarterly, 28(4), 360-373. https://doi.org/10.1037/spq0000026
  19. Goulas, S., & Megalokonomou, R. (2020). Marathon, hurdling, or sprint? The effects of exam scheduling on academic performance. The BE Journal of Economic Analysis & Policy, 20(2), 4-52. https://doi.org/10.1515/bejeap-2019-0177
  20. Heinicke, M. R., Zuckerman, C. K., & Cravalho, D. A. (2017). An evaluation of readiness assessment tests in a college classroom: Exam performance, attendance, and participation. Behavior Analysis: Research and Practice, 17(2), 129-141. https://doi.org/10.1037/bar0000073
  21. Hoffman, B. (2010). "I think I can, but I'm afraid to try": The role of self-efficacy beliefs and mathematics anxiety in mathematics problem-solving efficiency. Learning and Individual Differences, 20(3), 276-283. https://doi.org/10.1016/j.lindif.2010.02.001
  22. Howard, L. (2008). Developmental students' perceptions of unsuccessful and successful mathematics learning [Doctoral dissertation, Utah State University]. ProQuest Information & Learning.
  23. Iglesias Perez, M. C., Vidal-Puga, J., & Pino Juste, M. R. (2022). The role of self and peer assessment in Higher Education. Studies in Higher Education, 47(3), 683-692. https://doi.org/10.1080/03075079.2020.1783526
  24. Jenssen, L., Dunekacke, S., Eid, M., & Blomeke, S. (2015). The relationship of mathematical competence and mathematics anxiety: An application of latent statetrait theory. Zeitschrift fur Psychologie, 223(1), 31-38. https://doi.org/10.1027/2151-2604/a000197
  25. Kaplinsky, R. (2019). Open middle (R). https://www.openmiddle.com/
  26. Liljedahl, P. (2016). Building thinking classrooms: Conditions for problem-solving. In P. Felmer et al. (Eds.), Posing and solving mathematical problems (pp. 361-386). Springer. https://doi.org/10.1007/978-3-319-28023-3_21
  27. Liljedahl, P. (2020). Building thinking classrooms in mathematics, grades K-12: 14 teaching practices for enhancing learning. Corwin Press.
  28. Liljedahl, P., Chernoff, E., & Zazkis, R. (2007). Interweaving mathematics and pedagogy in task design: a tale of one task. Journal of Mathematics Teacher Education, 10(4), 239-249. https://doi.org/10.1007/s10857-007-9047-7
  29. Merz, A. H., & Swim, T. J. (2008). Pre-service teachers' defensive pessimism in situ: Two case studies within a mathematics classroom. Teaching and Teacher Education, 24(2), 451- 461. https://doi.org/10.1016/j.tate.2007.03.001
  30. Meyer, D. (2015). Missing the promise of mathematical modeling. Mathematics Teacher, 108(8), 578-583. https://doi.org/10.5951/mathteacher.108.8.0578
  31. National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. The Elementary School Journal, 84(2), 113-130. https://doi.org/10.1086/461348
  32. NCLB. (2002). No child left behind act. US Department of Education.
  33. Peters, S., Koolschijn, P. C. M., Crone, E. A., Van Duijvenvoorde, A. C., & Raijmakers, M. E. (2014). Strategies influence neural activity for feedback learning across child and adolescent development. Neuropsychologia, 62, 365-374. https://doi.org/10.1016/j.neuropsychologia.2014.07.006
  34. Razzaq, R., Heffernan, N. T., & Gonsalves, M. S. (2023). Does automated reassessment and relearning improve mathematics performance better than computer adaptive practice alone? International Journal of Mathematical Education in Science and Technology, 1-10. https://doi.org/10.1080/0020739X.2023.2182724
  35. Ruge, G., Webber, R., & Kalutara, P. (2021). Constructing pedagogical alignment for a sustainable mindset of future- ready graduates. In proceedings of the 44th AUBEA conference: Construction education - Live the future (pp. 595-604). Online: Deakin Unversity Australia.
  36. Ruthven, K. (1994). Better judgement: Rethinking assessment in mathematics education. Educational Studies in Mathematics, 27(4), 433-450. https://doi.org/10.1007/bf01273382
  37. Sanchez, C. E., Atkinson, K. M., Koenka, A. C., Moshontz, H., & Cooper, H. (2017). Self-grading and peer-grading for formative and summative assessments in 3rd through 12th grade classrooms: A meta-analysis. Journal of Educational Psychology, 109(8), 1049-1066. https://doi.org/10.1037/edu0000190
  38. Singh, S. (2021). Chasing rabbits: A curious guide to a lifetime of mathematical wellness. Impress.
  39. Sokhanvar, Z., Salehi, K., & Sokhanvar, F. (2021). Advantages of authentic assessment for improving the learning experience and employability skills of higher education students: A systematic literature review. Studies in Educational Evaluation, 70, 101030. https://doi.org/10.1016/j.stueduc.2021.101030
  40. Song, H., & Szafir, D. A. (2018). Where's my data? Evaluating visualizations with missing data. IEEE Transactions on Visualization and Computer Graphics, 25(1), 914-924. https://doi.org/10.1109/TVCG.2018.2864914
  41. Tai, J., Ajjawi, R., Boud, D., Dawson, P., & Panadero, E. (2018). Developing evaluative judgement: Enabling students to make decisions about the quality of work. Higher Education, 76(3), 467-481. https://doi.org/10.1007/s10734-017-0220-3
  42. Taras, M. (2005). Assessment-summative and formative-some theoretical reflections. British Journal of Educational Studies, 53(4), 466-478. https://doi.org/10.1111/j.1467-8527.2005.00307.x
  43. Wang, M. T., Zepeda, C. D., Qin, X., Del Toro, J., & Binning, K. R. (2021). More than growth mindset: Individual and interactive links among socioeconomically disadvantaged adolescents' ability mindsets, metacognitive skills, and math engagement. Child Development, 92(5), e957-e976. https://doi.org/10.1111/cdev.13560
  44. Wang, Y., & Heffernan, N. T. (2014). The effect of automatic reassessment and relearning on assessing student long-term knowledge in mathematics. In S. Trausan-Matu, K. E. Boyer, M. Crosby, & K. Panourgia (Eds.), Proceedings of the Intelligent Tutoring Systems: 12th International Conference (pp. 490-495). Springer International Publishing. https://doi.org/10.1007/978-3-319-07221-0_61
  45. Wang, Y., Li, H., Feng, Y., Jiang, Y., & Liu, Y. (2012). Assessment of programming language learning based on peer code review model: Implementation and experience report. Computers & Education, 59(2), 412-422. https://doi.org/10.1016/j.compedu.2012.01.007 
  46. Yan, Z., & Boud, D. (2022). Conceptualizing assessment-as-learning. In Z. Yan & L. Yang (Eds.), Assessment as learning: Maximizing opportunities for student learning and achievement (Chapter 2). Routledge. https://books.google.com/books?hl=en&lr=&id=dN4zEAAAQBAJ&oi=fnd&pg=PT29&dq=education+assessment&ots=y7ZlumI-AO&sig=y6BKUYhGbf6GS4JRvgiv3vLNIYk#v=onepage&q=education%20assessment&f=false
  47. Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R. (2021). Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review. Psychological Bulletin, 147(4), 399-435. https://doi.org/10.1037/bul0000309
  48. Yazici, E., Peker, M., Ertekin, E., & Dilmac, B. (2011). Is there a relationship between pre-service teachers' mathematical values and their teaching anxiety in mathematics. Electronic Journal of Research in Educational Psychology, 9(1), 263-282. https://doi.org/10.25115/ejrep.v9i23.1437