Formative assessment - in the hands of beginning mathematics teachers - Archive ouverte HAL
Communication Dans Un Congrès Année : 2022

Formative assessment - in the hands of beginning mathematics teachers

Catarina Andersson
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Résumé

Formative assessment is a key competence of professional teachers, yet complex and demanding to develop. Thus, beginning mathematics teachers (BMTs) cannot be expected to have fully developed this competence. In an ongoing study we examine and depict similarities and differences between four BMTs' use of formative assessment in practice. We will use data from video-recorded observations to analyze to what extent and in what ways the BMTs use five key strategies in formative assessment practice and the main idea of this practice, that is, to use information about students' learning to adjust teaching and learning to the students' needs. The study will provide insight into crucial aspects of formative assessment that BMTs need to learn about and reflect on during and after teacher education. Implications for teacher education are discussed.
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Dates et versions

hal-03753397 , version 1 (18-08-2022)

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  • HAL Id : hal-03753397 , version 1

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Catarina Andersson, Eva-Lena Erixon. Formative assessment - in the hands of beginning mathematics teachers. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy. ⟨hal-03753397⟩

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