Melbourne Graduate School of Education - Research Publications

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    SMARTA—online-diagnostic to reveal students’ algebraic thinking and enhance teachers’ diagnostic competencies
    Klingbeil, K ; Rösken, F ; Thurm, D ; Barzel, B ; Schacht, F ; Kortenkamp, U ; Stacey, K ; Steinle, V ; Jankvist, UT ; Elicer, R ; Clark-Wilson, A ; Weigand, H-G ; Thomsen, M (Danish School of Education, Aarhus Unviersity, 2022)
    Individual, diagnosis-guided support for learners is one of the most important factors in understanding mathematics and learning efficiently. Especially in the field of algebra many students often still lack basic competencies to handle variables, algebraic expressions and equations in a proper way. Digitally supported diagnostic systems offer the possibility to perform a deep understanding-oriented diagnosis with little time. This is the aim of the Australian SMART-system (Specific Mathematics Assessments that Reveal Thinking (Stacey et al., 2018)), which is currently being adapted for use in German-speaking countries. SMARTA is a twofold project to investigate the effects on students’ understanding of algebra and on teachers’ insight into formative assessment in the field of algebra.
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    Teachers' views of using an on-line, formative assessment system for mathematics
    Steinle, V ; Stacey, KC (COEX, 2012)
    In this paper we discuss some issues arising from teachers’ use of an on-line system for formative assessment of their students’ understanding of mathematics. The ‘smart tests’ cover many topics in secondary school mathematics, and are programmed to provide an automated diagnosis of students’ stages of learning in specific topics, to inform teaching. In particular, we highlight teachers’ views about: the desirability of formative assessment; the use that they make of this information; the provision of feedback; and the effect of using the system on their pedagogical content knowledge and subsequent changes to their practice .Overall, teachers report that use of the tests improves their knowledge of the achievement of individual students and students in general, and that they can use this information in several ways to improve their teaching.
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    Evaluating automated processes for revealing students’ mathematical thinking
    Stacey, K ; Steinle, V ; Wu, M ; PIERCE, R ; Giri, J (AARE, 2010)
    Understanding student thinking is key to planning effective teaching. Research over three decades has established good knowledge of stages of development and common misunderstandings in many school topics. However, in order for teachers to make formative assessment a normal part of their practice, mapping of student understanding needs to be available for a greater proportion of the school curriculum. Online testing of students is beginning to create substantial databases which could provide relevant information. The aim of this symposium is to present and discuss methods which move towards automation of data analysis.
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    SMART Assessment for Learning
    STACEY, K ; PRICE, E ; STEINLE, V ; CHICK, H ; GVOZDENKO, E (International Society for Design and Development in Education, 2009)
    “Specific Mathematics Assessments that Reveal Thinking,” which we abbreviate to “smart tests,” provide teachers with a quick and easy way to conduct assessment for learning. Using the internet, students in Years 7, 8, and 9 undertake a short test that is focused strongly on a topic selected by their teacher. Students’ stages of development are diagnosed, and sent to the teacher immediately. Where available, on-line teaching resources are linked to each diagnosis, to guide teachers in moving students to the next stage. Many smart tests are now being trialled in schools and their impact on students’ and teachers’ learning is being evaluated. Design issues are discussed.
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    Getting SMART about assessment for learning
    PRICE, E ; STACEY, K ; STEINLE, V ; CHICK, H ; GVOZDENKO, E (The Mathematical Association of Victoria, 2009)
    “Specific Mathematics Assessments that Reveal Thinking”—or smart tests—provide teachers with a quick and easy way to conduct assessment for learning. Using the internet, students in years 7, 8, and 9 undertake a short test that is focussed strongly on a topic selected by their teacher. Students’ stages of development are diagnosed, and sent to the teacher within minutes. Many tests have been produced and are now being trialled in 7 Victorian schools. Where available, on-line teaching resources are linked to each diagnosis, to guide teachers in moving students to the next stage. This project is sponsored by the Australian Research Council and Victoria’s Department of Education and Early Childhood Development.
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    Misconceptions about density of decimals: insights from pre-service teachers’ work
    Widjaja, Wanty ; STACEY, KAYE ; STEINLE, VICKI ( 2008)
    Extensive studies have documented various difficulties with, and misconceptions about, decimal numeration across different levels of education. This paper reports on pre-service teachers’ misconceptions about the density of decimals. Written test data from 140 pre-service teachers, observation of group and classroom discussions provided evidence of pre-service teachers’ difficulties in grasping the density notion of decimals. Incorrect analogies resulting from over generalization of knowledge about whole numbers and fractions were identified. Teaching ideas to resolve these difficulties are discussed. Evidence from this research indicates that it is possible to remove misconceptions about density of decimals.
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    Modes of Reasoning in Explanations in Year 8 Textbooks
    STACEY, K ; VINCENT, J (MERGA Inc., 2008)
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    INTERDISCIPLINARY LEARNING AND PERCEPTIONS OF INTERCONNECTEDNESS OF MATHEMATICS
    Dawn, NKE ; Stillman, G ; Stacey, K ; Woo, JH ; Lew, HC ; Park, KS ; Seo, DY (KOREAN SOC MATH EDUC, 2007)
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    Relative Risk Analysis of Educational Data
    STACEY, KC ; STEINLE, VA (MERGA, 2005)
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    Mathematical and Scientific Literacy Around the World
    STACEY, K (SEAMEO Regional Centre for Education in Science and Mathematics, 2009)