GENERAL ORIENTATION

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THE ASSESSMENT ENHANCED TEACHING AND LEARNING PROJECT (AETL)

Being a concerned mathematics educator myself, I became involved in the AETL project. This project is an extension of an initiative in the Centre for Evaluation and Assessment at the University of Pretoria. One outcome of the three-year project was the development of a model of assessment that provides articulation between three components: systemic assessment (monitoring), formative assessment (classroom-based), and professional development to address current assessment practices and problems experienced by mathematics teachers in South Africa.
Bennett and Gitomer (2009) proposed the ‘Cognitively Based Assessment of, for and as Learning’ (CBAL) model, based on three fundamental principles which 1. Describes what students have achieved (assessment of learning), 2. Facilitates instructional planning (assessment for learning), and 3. Is considered by students and teachers to be a worthwhile educational experience in and of itself (assessment as learning) (Bennett & Gitomer, 2009, p. 47). Bennett (2011) makes an important point that these relevant fundamental principles form a coherent system in which formative assessment is a critical part, but not the only part that impacts learning and effective CPDT. Bennett (2011, p.5) explains that new development in formative assessment should focus on “conceptualising well-specified approaches built around process and methodology rooted within specific content domains” to realise the maximum benefit of formative assessment. He further emphasises the importance of the professional development of teachers and the inclusion of fundamental measurement principles to facilitate learning.
The AETL project broadly addresses the following three critical components: curriculum expectations (monitoring component); teaching and learning (formative assessment component); and a professional development component based on the model of Bennett and Gitomer (2009). Figure 1.1 represents the developmental model of assessment as envisaged by the AETL project.

PURPOSE OF THE STUDY

Learning is a lifelong process of keeping abreast of change, and the most pressing task is to teach people how to learn ― Peter Drucker
Effective professional development should influence change in a teacher’s behaviours and beliefs to improve instructional planning and student learning (Desimone, 2009; Evans; 2014; Loucks-Horsley, 2010; Sparks, 1992), and to engage them in processes that are self-perpetuating. The focus of this study was primarily to deepen the understanding of the professional development process of selected Grade 9 mathematics teachers, and how they experienced and understood the use of strategically designed formative assessment activities to inform their instructional practices.
From the assessment developmental model, as suggested in the AETL project (see Figure 1.1), the focus of this study was on the central role of the teacher in assessment as learning (professional development), and assessment for learning (formative assessment), as described by Bennett and Gitomer (2009).
The intention of this study was not to offer a generalised strategy for the professional development of teachers, but to consider teacher learning as a complex process and to offer an explanation of why and how teachers might or might not adjust their instructional practices. One of the aims of this study was to comprehend how mathematics teachers experienced their involvement in the refinement and implementation of strategically designed formative assessment activities.

Research objectives

The research objectives were, primarily, to explore, analyse and describe how Grade 9 mathematics teachers experience and understand the use of strategically designed formative assessment tasks and how this information may influence their professional development.
Other objectives in this study were to examine, describe and analyse the views held and the decisions made by teachers regarding quality teaching and learning in mathematics, as envisaged by the National Policy Framework (DoE, 2007), and in particular, as it links to instructional curricular activities during the formative assessment process. The participating mathematics teachers were provided with resources in the form of worksheets (formative assessment strategies) with explanatory memoranda to help them develop the principles and practices associated with “assessment for learning” and “learning how to learn” mathematics. The worksheets incorporated different levels of assessment principles to promote student learning. I will also refer to the worksheets as formative assessment strategies in this study.
The research indicates that there is a mismatch between secondary school mathematics teachers’ understanding of the purposes of assessment and the actual types of assessments used in their classrooms (Bell, Leusner & Sondergeld, 2010; Soto & Ambrose, 2016; Stiggins, 2008). This study therefore sought to explore, analyse, and develop teacher assessment knowledge and practices as opportunities for professional development and to support teachers in exploring new ways of enhancing learning experiences in mathematics.

CHAPTER 1 GENERAL ORIENTATION
CHAPTER 2 THE LITERATURE REVIEW
CHAPTER 3 METHODOLOGY
CHAPTER 4 ANALYSIS OF RESULTS
CHAPTER  5 CONCLUSIONS, RECOMMENDATIONS AND LIMITATIONS

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