Theorising power in classroom assessment of mathematics

Abstract

<div><div><div><p>Classroom assessment has received little attention in the socio-political studies in mathematics education. This is surprising given how profound the role of assessment is in the contemporary landscapes of mathematics education. In this paper, we propose that classroom assessment deserves to be theorised in its own right, separate from other factors in mathematics education such as teaching and instruction. We suggest a Foucault-inspired theorisation of classroom assessment of mathematics as a specific site of power; this site is located within wider societal discourses regarding large-scale testing, competition and measurement. While classroom assessment has mostly complemented these prevalent discourses, it also provides the potential for resisting them. We introduce an empirical example of how classroom assessment could create counterspaces to nurture communal values and equity over individualisation and competition in mathematics assessment.<br></p></div></div></div>