Student Constructed Posters: A Tool for Learning and Assessment in Preservice Mathematics Education

Abstract

This paper reports on the implementation of a four-year project exploring effective and alternative assessment items in a primary mathematics education course. The paper provides a rationale for using posters in preservice education, then discusses the development of criteria for effective posters. It concludes with practical recommendations for the implementation of posters for assessment. In the current context of teacher education, there is increasing pressure on teacher educators to do more with less, greater accountability, and increasing pressure from employing authorities to produce graduates with desired qualities. The need for practices which produce and document learning outcomes is highly desired. This paper documents a four-year project aimed at developing assessment practices which are sustainable - both practically and economically - and meet the demands of the University, academics, students and employers. The focus of this paper is the evolution of student constructed posters in a preservice mathematics education course where the aim was to have successful assessment tools to document student learning and to provide a tool for effective teacher preparation.