2023 Theses Doctoral

An Exploratory Study Into Secondary Mathematics Technology Enhanced Formative Assessment

MacMahon, Alyssa Leandra

Computer-based technological tools can be an efficient and effective way to enhance mathematics classroom activities like formative assessment. Whilst there are a number of theoretical frameworks and standards to help pre- and in-service teachers understand the individual complexities of mathematics pedagogy, technology integration, and formative assessment, there are no clear definitions of what encompasses the integration of these knowledge and skills known as Technology Enhanced Formative Assessment (TEFA) Literacy. Moreover, there are no standardized or easily replicable assessment tools that can evaluate teachers’ attainment of TEFA Literacy.

This dissertation seeks to fill these gaps by, first, developing and validating a theoretical framework for Secondary Mathematics Technology Enhanced Formative Assessment (TEFA) Literacy and corresponding rubric, and then, by designing a performance-based instrument aimed at eliciting secondary mathematics preservice teachers’ TEFA Literacy. The resulting framework represents an interaction of three main components composed of seven essential elements of Secondary Mathematics TEFA Literacy. The corresponding rubric provides definitions for the essential elements, with an analytic rubric design containing qualitative descriptors for ascending levels of performance.

The performance-based instrument – the TEFA Literacy Test for Secondary Mathematics – contains a number of secondary mathematics classroom scenarios, each followed by a set of questions intended to elicit evidence of participants’ TEFA Literacy. Using qualitative case study methodology, the study collected and analyzed secondary mathematics preservice teachers’ responses to the TEFA Literacy Test for Secondary Mathematics. The results of analysis of preservice teachers’ responses showed that the participants excelled at analyzing and selecting computer-based technologies that aligned to the instructional goals. However, they were challenged by using the technology to engage students in the feedback process.