Assessment for learning in English and mathematics: a comparison

Abstract

Research in the area of assessment for learning (AfL) has largely focused on generic approaches and strategies, applicable to teaching and learning in all subject areas. In this article, we address the issue of subject-specific approaches. We examine two lessons, one English and one mathematics, and we discuss the form of assessment for learning in the context of these two subjects. English and mathematics are often thought of as contrasting disciplines, typifying the arts/sciences split in education and there are significant differences in the social norms and the structure of knowledge in each subject. This article undertakes a comparison of the lessons in order better to understand how these significant differences affect the realization of formative assessment in the classroom, and in doing so finds much common ground which might be the starting point for future dialogue between the disciplines.

Keywords:

• formative assessment
• English
• mathematics
• pedagogy
• assessment for learning

Notes

The terms ‘assessment for learning’ and ‘formative assessment’ convey slightly different meanings. However, in this article we use the terms interchangeably.

In England and Wales, Year 7 pupils are aged 11–12 and so on.

Pupils are aged 14–15.

We note that this is not exactly the same as the statement that the pair subsequently contributed to the whole-class discussion. If it were, one might expect C2 to say that 5% was 10 rather than 20. Nevertheless, both relate to a similar difficulty. We feel that the statement ‘10% is 5% doubled’ does have more pedagogic potential.

The correct statement is that 10% is 5% doubled or alternatively 5% is 10% halved. 5% = 5/100 or 1/20, 10% = 10 /100 or 2/20.

We use ‘could’ here to indicate the potential for such assessment. These difficulties were evident from the class discussion. However, we do not know what Beatrice, the mathematics teacher, actually assessed.