Developing assessment literacy through approximations of practice: Exploring secondary mathematics pre-service teachers developing criteria for a rich quadratics task |
| |
Institution: | 1. School of Education, University of Nottingham, Nottingham, United Kingdom;2. School of Education, University of California Berkeley, Berkeley, CA, United States |
| |
Abstract: | This study draws on a theoretical model for teacher assessment literacy to investigate the process of how secondary mathematics pre-service teachers (PSTs) might develop theirs through experiencing an approximation of practice. Sixty PSTs participated in designing and then refining assessment criteria for a rich open-ended quadratics task using real student example responses. Data analysis examined variations in the PSTs’ attention to quadratic features and mathematical language as assessment criteria for the task throughout the activity. This paper discusses evidence suggesting that the collaborative analysis of example student responses can make certain, but not all, assessment criteria salient to PSTs. |
| |
Keywords: | Formative assessment Open-ended tasks Pre-service teacher education Quadratic functions Secondary mathematics |
本文献已被 ScienceDirect 等数据库收录! |
|