ABSTRACT

Assessment for Learning (AfL) has long been identified as effective in supporting teachers to modify their teaching and learning with the aim of improving attainment but AfL practices are rarely applied to mathematics homework. Parental involvement in learning is also a key ingredient to success. This paper explores the benefits of using AfL strategies within mathematics homework that harnessed the involvement of parents. Nine English primary schools piloted the use of mathematics homework projects that were based in the lived experiences of parents and children. A designated classroom changeover session was introduced to provide an opportunity for children, teachers and parents to practice AfL strategies within the context of mathematics homework. Findings suggest that changing the nature of the homework provided more opportunities for discussion in the home which resulted in higher quality engagement. Parents commented that there was reduced tension over homework as they were able to use their own calculation methods and children were more willing to see them as experts with this type of activity. Children more readily accepted feedback from parents and peers on how to improve their approaches.

摘要

学习评估 (AfL) 长期以来一直被认为可以有效地支持教师修改他们的教学和学习，以提高成绩，但 AfL 实践很少应用于数学作业。父母参与学习也是成功的关键因素。本文探讨了利用家长参与的数学作业中使用 AfL 策略的好处。九所英国小学试行了基于父母和孩子生活经验的数学家庭作业项目。引入了指定的课堂转换会议，为儿童、教师和家长提供在数学作业背景下练习 AfL 策略的机会。研究结果表明，改变家庭作业的性质为家庭讨论提供了更多机会，从而提高了参与质量。家长们评论说，由于他们能够使用自己的计算方法，孩子们更愿意将他们视为从事此类活动的专家，从而减轻了家庭作业的压力。孩子们更容易接受父母和同龄人关于如何改进他们的方法的反馈。