Formative assessment in mathematics teacher education -Perspectives of pre-service teachers in a group discussion
Résumé
The article reports the implementation of formative assessment in a pre-service teacher education seminar at a university. The seminar concept is first presented, focusing on two aspects: the processrelated competences of pupils and the strengthening of the situation-specific skills of the pre-service teachers. The use of formative assessment itself was the object of an accompanying qualitative study, and the pre-service teachers of the seminar were interviewed in a group setting. They reported their experiences with formative assessment, advantages, and disadvantages, and transferred this to their later school practice.
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