A comparison of formative assessment practices in primary mathematics classroom in Guangzhou, Hong Kong and Melbourne

Abstract

This study compares formative assessment practices in primary mathematics classrooms in Guangzhou, Hong Kong and Melbourne. Nine schools (three in each research location) were studied to examine the similarities in and differences between formative assessment practices for mathematics, and to identity underlying factors that may account for these similarities and differences. Videotaped classroom observations and face-to-face semi-structured teacher interview were the main data collection methods employed.

The study identifies several similarities and differences in formative assessment practices by reviewing a total of 1140minutes of videotaped classroom observations (380 minutes from each city). Four similarities were noted: (a)a common structure of formative assessment practice; (b) providing feedback on what students had done well and what they needed to improve; (c) encouraging students to engage actively in the feedback process; and, (d) infrequent use of practical assessments. In addition, six differences were found: (a) interpreting, judging and suggesting on students’ work; (b) forms of assessment (including self and peer assessment); (c) assessment items; (d) effective feedback;(e) specific format for presenting mathematics; and, (f) ways of receiving feedback.

Three key factors have been suggested to account for the similarities in and differences between formative assessment practices in primary mathematics classrooms in the three research locations: (a) cultural influences on mathematics learning and examinations; (b) assessment reform initiatives; and, (c) teachers’ conceptions about formative assessment. This study contributes to the understanding of formative assessment practices in the classrooms by proposing a theoretical framework for comparing formative assessment practices that takes into account cultural, social, school and classroom factors. Potential directions for future research are suggested, including further comparisons of mathematics formative assessment practices at other schools in Guangzhou, Hong Kong and Melbourne, and in other countries with similar cultural backgrounds.