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
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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 . ed. / Gloria Stillman; Gabriele Kaiser; Werner Blum; Jill Brown. Dordrecht : Springer, 2013. p. 469-478 (International Perspectives on the Teaching and Learning of Mathematical Modelling).Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review
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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 -