Formative Assessment in Mathematics Instruction: Theoretical Considerations and Empirical Results of the Co2CA Project
Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review
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Competence Assessment in Education: Research, Models and Instruments. ed. / Detlev Leutner; Jens Fleischer; Juliane Grünkorn; Eckard Klieme. Cham: Springer International Publishing, 2017. p. 447 - 467 (Methodology of Educational Measurement and Assessment).
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 Mathematics Instruction
T2 - Theoretical Considerations and Empirical Results of the Co2CA Project
AU - Rakoczy, Katrin
AU - Klieme, Eckard
AU - Leiß, Dominik
AU - Blum, Werner
N1 - Publisher Copyright: © 2017, Springer International Publishing AG.
PY - 2017/3/28
Y1 - 2017/3/28
N2 - Formative assessment is considered a promising approach to improving teaching and learning, especially in the Anglo-American literature. However, empirical evidence supporting this assumption is surprisingly weak. In this chapter, we introduce the concept of formative assessment by identifying the core components of formative assessment (assessment and feedback) and describing the way we assume formative assessment (via students’ perception) affects learning processes and outcomes. Furthermore, we present the project “Conditions and Consequences of Classroom Assessment” (Co2CA), consisting of four studies in which we successively investigated the design and impact of formative assessment in mathematics instruction: (1) In a survey study, we described current practice of classroom assessment in mathematics, as perceived by teachers and students, and developed mathematical tasks as a basis for the assessment component in the following studies. (2) In an experimental study, we investigated the impact of written process-oriented feedback on learning in an internally valid setting. (3) In an intervention study, we implemented the instruments and results of the first two studies in mathematics instruction to analyze the impact of formative assessment in an ecologically valid setting. (4) Finally, we conducted a transfer study to make our results usable in educational practice: We developed a teacher training in formative assessment and investigated its impact on teachers’ general pedagogical and pedagogical content knowledge. This chapter focuses on a description of the designs and selected results of Studies 3 and 4.
AB - Formative assessment is considered a promising approach to improving teaching and learning, especially in the Anglo-American literature. However, empirical evidence supporting this assumption is surprisingly weak. In this chapter, we introduce the concept of formative assessment by identifying the core components of formative assessment (assessment and feedback) and describing the way we assume formative assessment (via students’ perception) affects learning processes and outcomes. Furthermore, we present the project “Conditions and Consequences of Classroom Assessment” (Co2CA), consisting of four studies in which we successively investigated the design and impact of formative assessment in mathematics instruction: (1) In a survey study, we described current practice of classroom assessment in mathematics, as perceived by teachers and students, and developed mathematical tasks as a basis for the assessment component in the following studies. (2) In an experimental study, we investigated the impact of written process-oriented feedback on learning in an internally valid setting. (3) In an intervention study, we implemented the instruments and results of the first two studies in mathematics instruction to analyze the impact of formative assessment in an ecologically valid setting. (4) Finally, we conducted a transfer study to make our results usable in educational practice: We developed a teacher training in formative assessment and investigated its impact on teachers’ general pedagogical and pedagogical content knowledge. This chapter focuses on a description of the designs and selected results of Studies 3 and 4.
KW - Didactics of Mathematics
KW - Mathematics instruction
KW - Formative assessment
KW - Feedback
KW - Implementation
KW - Transfer study
UR - http://www.scopus.com/inward/record.url?scp=85151561650&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/5e82e893-00d6-309e-ae89-85f289dde2d6/
U2 - 10.1007/978-3-319-50030-0_26
DO - 10.1007/978-3-319-50030-0_26
M3 - Contributions to collected editions/anthologies
SN - 978-3-319-50028-7
T3 - Methodology of Educational Measurement and Assessment
SP - 447
EP - 467
BT - Competence Assessment in Education
A2 - Leutner, Detlev
A2 - Fleischer, Jens
A2 - Grünkorn, Juliane
A2 - Klieme, Eckard
PB - Springer International Publishing
CY - Cham
ER -