Research Centre for Learning and Teaching


Improving Progress for Lower Achievers through Formative Assessment in Science and Mathematics Education (FaSMEd)

We explored the use of technology in formative assessment classroom practices in ways that allowed teachers to respond to emerging needs of low achieving learners in maths and science so they are better motivated in their learning of these subjects.


This project was aimed at working with the most challenging learners in science and mathematics education across eight countries.

One of the partners is the African Institute for Mathematical Sciences (AIMS), based at Stellenbosch University in South Africa and Professor Brink was instrumental in its foundation.

We believe that Professor Brink’s interest in the continued development of AIMS and its enlargement into the African Institute for Mathematical Sciences Schools Enrichment Centre (AIMSSEC) provides a clear justification for his involvement in the launch of the project and will provoke wider interest in the community.


This international project will adapt and develop existing research-informed pedagogical interventions (developed by the partners), suited to implementation at scale, for working with low attaining pupils and transforming teaching.

Aims and objectives

This project aimed to:

Major objectives for the project are to:


The partners were:

The timescale was 36 months starting from January 2014 and the budget is €1.9M 


For further information contact:
Jill Clark, Principal Investigator.
Telephone: 0191 208 5637