Strategies to Support PGCE Mathematics and Science Students Preparing for Assignments at Masters Level

Abstract

The main aim of this study was to analyse and evaluate the effectiveness of support strategies being put into place for students who need to write assignments at Masters Level.  In preparation for writing a 5000 word assignment on an aspect of teaching Mathematics or Science, 57 Science and Mathematics PGCE students were asked to write a 500 word synopsis which included an introduction, description of the main focus, questions that the assignment would address and possible strategies for teaching and learning.

A strategy not reported previously in this context was the use of peer assessment of the synopsis. Each synopsis was reviewed by two students and discussed in professional learning conversations.  The assessments by students were used as feedback along with the University subject tutor’s assessment of the synopsis. Data were collected from questionnaires and interviews to explore the perceived effectiveness of the peer assessment exercise and other support strategies. Findings were analysed to consider how support for future groups might be developed.