From measuring impact to informing course design: The second design trial of the Maths Intensive course

Keywords: Initial teacher education, mathematics, Assessment for learning


This paper describes the changes made to the administration of assessments in the second design trial of a ‘Maths intensive’ course at a comprehensive university in South Africa as a result of Covid-19. The ‘Maths intensive’ course was designed in direct response to poor attainment in the Primary Teacher Education (PrimTEd) mathematics test project. Building on the positive findings of improved attainment evident in the first design cycle; the ‘Maths intensive; course was further refined and shifts in attainment once again analysed. The post-test data could not be used to measure impact and instead was used to establish what the student teachers know and were able to do at the end of the course. The Maths Intensive test framework mapped the test item to the learning outcomes for the course. Facility scores and average facility scores per topic area revealed areas where students were capable and areas where they still required support. These findings may be of interest to lecturers and teachers seeking to develop assessment reports which provide useable information to improve their instructional design and teaching practice. They may also be of interest to academics and training providers designing mathematics education programmes for initial teacher education or for ongoing professional development courses for teachers in primary schools.

Author Biography

Jerry Maseko, University of Johannesburg

Department of Childhood Education