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dc.contributor.authorChapman, Allison
dc.contributor.otherQueen's University (Kingston, Ont.). Theses (Queen's University (Kingston, Ont.))en
dc.date.accessioned2017-08-11T17:46:37Z
dc.date.available2017-08-11T17:46:37Z
dc.identifier.urihttp://hdl.handle.net/1974/22007
dc.description.abstractDespite the focus on assessment for learning (AfL) across Canada, the use of AfL across classrooms is not routine practice. Existing literature has found that secondary mathematics teachers implement AfL strategies along a continuum, from no implementation to deep integration in the classroom. AfL is valuable for all students, and in particular, struggling students may be the strongest beneficiaries of AfL. As a result, my dissertation explored secondary mathematics teachers’ use of AfL strategies with students who may struggle in mathematics, and the extent that there exist systematic differences in the integration of these strategies across classrooms of varying school-achievement results. Three research questions guided this study: (a) What is the nature of teachers’ AfL strategies? (b) What are the relationships between teachers’ AfL strategies and AfL conceptions? and (c) What are the relationships between teachers’ AfL strategies and mathematical knowledge for teaching (MKT)? Across Southern Ontario, a teacher questionnaire was administered (N = 131) and case studies (N = 4) were conducted with teachers of Grade 9 applied mathematics (G9APM). The schools in which these teachers taught were categorized as one of three achievement categories—high, average, or low—based on their school-achievement results. School-achievement results were either determined by a school’s average Education Quality and Accountability Office result for students in G9APM or a self-reported measure. Data analyses included the use of descriptive and inferential statistics, correlational-based analyses, and deductive and inductive qualitative thematic analyses. Research findings illustrate: (a) no differences in teachers' AfL strategies, AfL conceptions, or MKT, across school-achievement results; (b) teachers commonly implemented the letter of AfL and had a teacher-centric conception of AfL; and (c) AfL strategies are connected to MKT. Specifically, MKT supported AfL practices, namely identifying and sharing success criteria, engineering effective classroom discussions and tasks that elicit evidence of learning, and providing feedback that moves learners forward. Findings highlighted that teachers require domain specific pedagogical support in implementing the spirit of AfL.en_US
dc.language.isoenen_US
dc.relation.ispartofseriesCanadian thesesen
dc.rightsAttribution 3.0 United States*
dc.rightsQueen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canadaen
dc.rightsProQuest PhD and Master's Theses International Dissemination Agreementen
dc.rightsIntellectual Property Guidelines at Queen's Universityen
dc.rightsCopying and Preserving Your Thesisen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/us/*
dc.subjectAssessment for Learningen_US
dc.subjectSecondary Mathematicsen_US
dc.subjectMathematical Knowledge for Teachingen_US
dc.subjectConceptions of Assessment for Learningen_US
dc.subjectEducationen_US
dc.titleAssessment for Learning Explored in Grade 9 Applied Mathematics Classroomsen_US
dc.typeThesisen_US
dc.description.degreeDoctor of Philosophyen_US
dc.contributor.supervisorKlinger, Don Albert
dc.contributor.departmentEducationen_US


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Except where otherwise noted, this item's license is described as Attribution 3.0 United States