Formative assessment in every-day teaching of mathematical modelling: implementation of written and oral feedback to competency-oriented tasks
Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review
Authors
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.
| Original language | English |
|---|---|
| Title of host publication | Teaching mathematical modelling: connecting to research and practice |
| Editors | Gloria Stillman, Gabriele Kaiser, Werner Blum, Jill Brown |
| Number of pages | 10 |
| Place of Publication | Dordrecht |
| Publisher | Springer Verlag |
| Publication date | 2013 |
| Pages | 469-478 |
| ISBN (print) | 978-94-007-6539-9 |
| ISBN (electronic) | 978-94-007-6540-5 |
| DOIs | |
| Publication status | Published - 2013 |
- Didactics of Mathematics - Modelling Competency, Modelling Item, High Ability Student, Write Feedback, Oral Feedback