Democratizing Assessment for Sustainable Learning in Mathematics Instruction: Giving Students Agency in Classroom Research (Work-in-Progress)

This work-In-Progress employs Participatory Action Research (PAR), with an emphasis on collaboration, reflexivity and democratic process, to develop sustainable learning/transferable skills (e.g. evaluative judgment) as well as use evidence from the classroom to improve evaluation tools (i.e. rubrics) in a mathematics course. The emphasis is on involving students' voices and agency in data-informed decision-making. A mixed method was used to collect quantitative and qualitative data from several sources, i.e. a questionnaire, self-assessment, teacher assessment, peer-feedback, and observational field notes. We will discuss how systematic, iterative, and participative data collection-analysis-reflection-action phases can be used to improve both teaching and learning. We'll also examine the limitations and future action plans to improve such classroom research.