Using a VLE to enhance ‘assessment for learning’ mathematics in school sector

This paper investigates the use of VLE in enhancing or supporting assessment for learning mathematics by
the KS4 students with special education needs in the London borough secondary school. The main
challenge in teaching and learning of mathematics is to provide the special education needs students with
extensive support structure that is associated with their subject area. As part of continuous teaching and
learning, many schools in the UK have embraced Assessment for learning as an effective and efficient way
of providing students, their teachers and their home schools with feedback and feed forward. A virtual
learning environment (VLE), which is an electronic system, provides online interaction of various kinds
that can take place between learners and tutors, including online learning and assessment [1]. A VLE as a
platform for teaching and learning supports assessment for learning (AfL), encourages personalised and
collaborative learning, enabling students to carry out peer and self assessment of mathematics course
within a unified supportive environment online. Evidence from literature suggests that VLE supports out of
school hours of learning, and that the special education needs learners who do not respond well to the
formal structure of learning within the school system take an active part in learning in informal settings.
The finding presents key issues related to mathematics teaching and assessment for learning using a VLE,
based on the perspectives of the special education needs (SENs) students in the school sector. The students
who received in-class feedback and feed-forward during mathematics lesson, and through the VLE
(Fronter) platform, moved their learning forward and much quicker when compared with students who
only received feedback in class. Correspondingly, the instant feedback provided by a VLE after the
Observation stage was greatly valued by the SENs students who used this period to take greater
responsibility for personal learning. In general, the finding suggests that a VLE effectively enhances
assessment for Learning by offering instant feedback and feed-forward to the SENs students who, now
began to take responsibility for their own learning, and have also been motivated to correct their work.
Furthermore, evidence of teacher – student interactivity which facilitates greater understanding of
mathematical concepts is highlighted by the study.