How to support teachers to give feedback to modelling tasks effectively? Results from a teacher-training-study in the Co²CA project

Michael Besser; Werner Blum; Dominik  Leiss

doi:10.1007/978-3-319-18272-8_11

How to support teachers to give feedback to modelling tasks effectively? Results from a teacher-training-study in the Co²CA project

Publikation: Beiträge in Sammelwerken › Kapitel › begutachtet

Standard

How to support teachers to give feedback to modelling tasks effectively? Results from a teacher-training-study in the Co²CA project. / Besser, Michael; Blum, Werner; Leiss, Dominik .
Mathematical Modelling in Education Research and Practice : Cultural, Social and Cognitive Influences . Hrsg. / Gloria Stillman; Werner Blum; M Salett Biembengut. Cham: Springer, 2015. S. 151-160 (International Perspectives on the Teaching and Learning of Mathematical Modelling).

Publikation: Beiträge in Sammelwerken › Kapitel › begutachtet

Harvard

Besser, M, Blum, W & Leiss, D 2015, How to support teachers to give feedback to modelling tasks effectively? Results from a teacher-training-study in the Co²CA project. in G Stillman, W Blum & M Salett Biembengut (Hrsg.), Mathematical Modelling in Education Research and Practice : Cultural, Social and Cognitive Influences . International Perspectives on the Teaching and Learning of Mathematical Modelling, Springer, Cham, S. 151-160. https://doi.org/10.1007/978-3-319-18272-8_11

APA

Besser, M., Blum, W., & Leiss, D. (2015). How to support teachers to give feedback to modelling tasks effectively? Results from a teacher-training-study in the Co²CA project. In G. Stillman, W. Blum, & M. Salett Biembengut (Hrsg.), Mathematical Modelling in Education Research and Practice : Cultural, Social and Cognitive Influences (S. 151-160). (International Perspectives on the Teaching and Learning of Mathematical Modelling). Springer. https://doi.org/10.1007/978-3-319-18272-8_11

Vancouver

Besser M, Blum W, Leiss D. How to support teachers to give feedback to modelling tasks effectively? Results from a teacher-training-study in the Co²CA project. in Stillman G, Blum W, Salett Biembengut M, Hrsg., Mathematical Modelling in Education Research and Practice : Cultural, Social and Cognitive Influences . Cham: Springer. 2015. S. 151-160. (International Perspectives on the Teaching and Learning of Mathematical Modelling). doi: 10.1007/978-3-319-18272-8_11

Bibtex

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title = "How to support teachers to give feedback to modelling tasks effectively? Results from a teacher-training-study in the Co²CA project",

abstract = "Assessing and reporting students{\textquoteright} performance is an important part of every-day teaching. Doing so without focusing on marks but instead on supporting students in further learning by giving individual, process-oriented and task-related feedback to them is a central idea of formative assessment. Within a teacher-training-study as part of the research project Conditions and Consequences of Classroom Assessment (Co2CA), a special in-service teacher training has been developed to foster teachers{\textquoteright} knowledge about formative assessment when dealing with modelling tasks. A test on teachers{\textquoteright} pedagogical content knowledge (PCK-test) has been used to evaluate the trainings. Quantitative results point out that teachers having taken part in the trainings outperform teachers not having been trained in formative assessment if dealing with modelling tasks within the PCK-test.",

keywords = "Mathematics, Formal Assessment (FA), Foster Teacher, Modelling Tasks, Pedagogical Content Knowledge (PCK), Teacher Training",

author = "Michael Besser and Werner Blum and Dominik Leiss",

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language = "English",

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series = "International Perspectives on the Teaching and Learning of Mathematical Modelling",

publisher = "Springer",

pages = "151--160",

editor = "Gloria Stillman and Werner Blum and {Salett Biembengut}, M",

booktitle = "Mathematical Modelling in Education Research and Practice",

address = "Germany",

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RIS

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T1 - How to support teachers to give feedback to modelling tasks effectively? Results from a teacher-training-study in the Co²CA project

AU - Besser, Michael

AU - Blum, Werner

AU - Leiss, Dominik

PY - 2015

Y1 - 2015

N2 - Assessing and reporting students’ performance is an important part of every-day teaching. Doing so without focusing on marks but instead on supporting students in further learning by giving individual, process-oriented and task-related feedback to them is a central idea of formative assessment. Within a teacher-training-study as part of the research project Conditions and Consequences of Classroom Assessment (Co2CA), a special in-service teacher training has been developed to foster teachers’ knowledge about formative assessment when dealing with modelling tasks. A test on teachers’ pedagogical content knowledge (PCK-test) has been used to evaluate the trainings. Quantitative results point out that teachers having taken part in the trainings outperform teachers not having been trained in formative assessment if dealing with modelling tasks within the PCK-test.

AB - Assessing and reporting students’ performance is an important part of every-day teaching. Doing so without focusing on marks but instead on supporting students in further learning by giving individual, process-oriented and task-related feedback to them is a central idea of formative assessment. Within a teacher-training-study as part of the research project Conditions and Consequences of Classroom Assessment (Co2CA), a special in-service teacher training has been developed to foster teachers’ knowledge about formative assessment when dealing with modelling tasks. A test on teachers’ pedagogical content knowledge (PCK-test) has been used to evaluate the trainings. Quantitative results point out that teachers having taken part in the trainings outperform teachers not having been trained in formative assessment if dealing with modelling tasks within the PCK-test.

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