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Formative assessment in every-day teaching of mathematical modelling: implementation of written and oral feedback to competency-oriented tasks

Publikation: Beiträge in Sammelwerken › Aufsätze in Sammelwerken › Forschung › begutachtet

Standard

Formative assessment in every-day teaching of mathematical modelling: implementation of written and oral feedback to competency-oriented tasks. / Besser, Michael; Blum, Werner; Klimczak, Malte.
Teaching mathematical modelling: connecting to research and practice . Hrsg. / Gloria Stillman; Gabriele Kaiser; Werner Blum; Jill Brown. Dordrecht: Springer, 2013. S. 469-478 (International Perspectives on the Teaching and Learning of Mathematical Modelling).

Publikation: Beiträge in Sammelwerken › Aufsätze in Sammelwerken › Forschung › begutachtet

Harvard

Besser, M, Blum, W & Klimczak, M 2013, Formative assessment in every-day teaching of mathematical modelling: implementation of written and oral feedback to competency-oriented tasks. in G Stillman, G Kaiser, W Blum & J Brown (Hrsg.), Teaching mathematical modelling: connecting to research and practice . International Perspectives on the Teaching and Learning of Mathematical Modelling, Springer, Dordrecht, S. 469-478. https://doi.org/10.1007/978-94-007-6540-5_40

APA

Besser, M., Blum, W., & Klimczak, M. (2013). Formative assessment in every-day teaching of mathematical modelling: implementation of written and oral feedback to competency-oriented tasks. In G. Stillman, G. Kaiser, W. Blum, & J. Brown (Hrsg.), Teaching mathematical modelling: connecting to research and practice (S. 469-478). (International Perspectives on the Teaching and Learning of Mathematical Modelling). Springer. https://doi.org/10.1007/978-94-007-6540-5_40

Vancouver

Besser M, Blum W, Klimczak M. Formative assessment in every-day teaching of mathematical modelling: implementation of written and oral feedback to competency-oriented tasks. in Stillman G, Kaiser G, Blum W, Brown J, Hrsg., Teaching mathematical modelling: connecting to research and practice . Dordrecht: Springer. 2013. S. 469-478. (International Perspectives on the Teaching and Learning of Mathematical Modelling). doi: 10.1007/978-94-007-6540-5_40

Bibtex

@inbook{d228654127ba4060a89870791ded7cda,
title = "Formative assessment in every-day teaching of mathematical modelling: implementation of written and oral feedback to competency-oriented tasks",
abstract = "The interdisciplinary research project Co2CA investigates how assessing and reporting students{\textquoteright} performances in mathematics can be arranged in every-day teaching in such a way that teachers are able to analyse students{\textquoteright} outcomes appropriately and organise further learning as well targeted as possible. In this context, 39 classes of German middle track schools were observed for several weeks while dealing with mathematical tasks focusing on technical and modelling competencies. Based on the assumption that assessing and reporting students{\textquoteright} outcomes regularly will foster learning processes, students from some classes were given individual, task-related feedback, in some classes several times in a written form, in some classes in addition permanently accompanying the students{\textquoteright} solution processes. In this chapter, we describe the study and report some preliminary results.",
keywords = "Didactics of Mathematics, Modelling Competency, Modelling Item, High Ability Student, Write Feedback, Oral Feedback",
author = "Michael Besser and Werner Blum and Malte Klimczak",
year = "2013",
doi = "10.1007/978-94-007-6540-5_40",
language = "English",
isbn = "978-94-007-6539-9",
series = "International Perspectives on the Teaching and Learning of Mathematical Modelling",
publisher = "Springer",
pages = "469--478",
editor = "Gloria Stillman and Gabriele Kaiser and Werner Blum and Jill Brown",
booktitle = "Teaching mathematical modelling: connecting to research and practice",
address = "Germany",

}

RIS

TY - CHAP

T1 - Formative assessment in every-day teaching of mathematical modelling

T2 - implementation of written and oral feedback to competency-oriented tasks

AU - Besser, Michael

AU - Blum, Werner

AU - Klimczak, Malte

PY - 2013

Y1 - 2013

N2 - The interdisciplinary research project Co2CA investigates how assessing and reporting students’ performances in mathematics can be arranged in every-day teaching in such a way that teachers are able to analyse students’ outcomes appropriately and organise further learning as well targeted as possible. In this context, 39 classes of German middle track schools were observed for several weeks while dealing with mathematical tasks focusing on technical and modelling competencies. Based on the assumption that assessing and reporting students’ outcomes regularly will foster learning processes, students from some classes were given individual, task-related feedback, in some classes several times in a written form, in some classes in addition permanently accompanying the students’ solution processes. In this chapter, we describe the study and report some preliminary results.

AB - The interdisciplinary research project Co2CA investigates how assessing and reporting students’ performances in mathematics can be arranged in every-day teaching in such a way that teachers are able to analyse students’ outcomes appropriately and organise further learning as well targeted as possible. In this context, 39 classes of German middle track schools were observed for several weeks while dealing with mathematical tasks focusing on technical and modelling competencies. Based on the assumption that assessing and reporting students’ outcomes regularly will foster learning processes, students from some classes were given individual, task-related feedback, in some classes several times in a written form, in some classes in addition permanently accompanying the students’ solution processes. In this chapter, we describe the study and report some preliminary results.

KW - Didactics of Mathematics

KW - Modelling Competency

KW - Modelling Item

KW - High Ability Student

KW - Write Feedback

KW - Oral Feedback

UR - http://www.scopus.com/inward/record.url?scp=84988389184&partnerID=8YFLogxK

U2 - 10.1007/978-94-007-6540-5_40

DO - 10.1007/978-94-007-6540-5_40

M3 - Contributions to collected editions/anthologies

SN - 978-94-007-6539-9

T3 - International Perspectives on the Teaching and Learning of Mathematical Modelling

SP - 469

EP - 478

BT - Teaching mathematical modelling: connecting to research and practice

A2 - Stillman, Gloria

A2 - Kaiser, Gabriele

A2 - Blum, Werner

A2 - Brown, Jill

PB - Springer

CY - Dordrecht

ER -

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Neue Materialien für einen realitätsbezogenen Mathematikunterricht 10. Neue Materialien für einen realitätsbezogenen Mathematikunterricht 10. ISTRON-Band zum Modellieren in der Praxis: Lernumgebungen zur Kompetenzorientierung in den Sekundarstufen

Besser, M., Hagena, M., Krawitz, J. & Tropper, N., 2025, Berlin/Heidelberg: Springer Spektrum.

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Assessing authenticity in modelling test items: deriving a theoretical model

Schlüter, D. & Besser, M., 31.01.2024, in: Frontiers in Education. 9, 13 S., 1343510.

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Altenburger, L., Hase, A. K., Besser, M. & Kuhl, P., 18.03.2024, in: PFLB - Zeitschrift für Schul- und Professionsentwicklung. 6, 2, S. 128-147 20 S.

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Formatives Assessment im Mathematikunterricht: Berücksichtigung von Effekten generischer und fachspezifischer Unterrichtsqualität

Besser, M., Hagena, M. & Kleickmann, T., 2024, Beiträge zum Mathematikunterricht 2024: 57. Jahrestagung der Gesellschaft für Didaktik der Mathematik vom 04.03.2024 bis 08.03.2024 in Essen. Ebers, P., Rösken, F., Barzel, B., Büchter, A., Schacht, F. & Scherer, P. (Hrsg.). Münster: WTM - Verlag für wissenschaftliche Texte und Medien, Band 2. S. 605-608 4 S.

Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung

How Does Pre-Service Teachers’ Self-Efficacy Relate to the Fulfilment of Basic Psychological Needs During Teaching Practicum?

Depping, D., Ehmke, T., Besser, M. & Leiss, D., 29.11.2024, in: Education Sciences. 14, 12, 15 S., 1312.

Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet

DOI

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