Formative Assessment in Mathematics Instruction: Theoretical Considerations and Empirical Results of the Co2CA Project

Katrin Rakoczy; Eckard Klieme; Dominik Leiß; Werner Blum

doi:10.1007/978-3-319-50030-0_26

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

Standard

Formative Assessment in Mathematics Instruction: Theoretical Considerations and Empirical Results of the Co2CA Project . / Rakoczy, Katrin; Klieme, Eckard; Leiß, Dominik et al.
Competence Assessment in Education: Research, Models and Instruments. ed. / Detlev Leutner; Jens Fleischer; Juliane Grünkorn; Eckard Klieme. Cham: Springer International Publishing AG, 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

Harvard

Rakoczy, K, Klieme, E, Leiß, D & Blum, W 2017, Formative Assessment in Mathematics Instruction: Theoretical Considerations and Empirical Results of the Co2CA Project . in D Leutner, J Fleischer, J Grünkorn & E Klieme (eds), Competence Assessment in Education: Research, Models and Instruments. Methodology of Educational Measurement and Assessment, Springer International Publishing AG, Cham, pp. 447 - 467. https://doi.org/10.1007/978-3-319-50030-0_26

APA

Rakoczy, K., Klieme, E., Leiß, D., & Blum, W. (2017). Formative Assessment in Mathematics Instruction: Theoretical Considerations and Empirical Results of the Co2CA Project . In D. Leutner, J. Fleischer, J. Grünkorn, & E. Klieme (Eds.), Competence Assessment in Education: Research, Models and Instruments (pp. 447 - 467). (Methodology of Educational Measurement and Assessment). Springer International Publishing AG. https://doi.org/10.1007/978-3-319-50030-0_26

Vancouver

Rakoczy K, Klieme E, Leiß D, Blum W. Formative Assessment in Mathematics Instruction: Theoretical Considerations and Empirical Results of the Co2CA Project . In Leutner D, Fleischer J, Grünkorn J, Klieme E, editors, Competence Assessment in Education: Research, Models and Instruments. Cham: Springer International Publishing AG. 2017. p. 447 - 467. (Methodology of Educational Measurement and Assessment). doi: 10.1007/978-3-319-50030-0_26

Bibtex

@inbook{e2b516f750ca492994a1e9b1cb5a1504,

title = "Formative Assessment in Mathematics Instruction: Theoretical Considerations and Empirical Results of the Co2CA Project ",

abstract = "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{\textquoteright} 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{\textquoteright} general pedagogical and pedagogical content knowledge. This chapter focuses on a description of the designs and selected results of Studies 3 and 4.",

keywords = "Didactics of Mathematics, Mathematics instruction, Formative assessment, Feedback, Implementation, Transfer study",

author = "Katrin Rakoczy and Eckard Klieme and Dominik Lei{\ss} and Werner Blum",

note = "Publisher Copyright: {\textcopyright} 2017, Springer International Publishing AG.",

year = "2017",

month = mar,

day = "28",

doi = "10.1007/978-3-319-50030-0_26",

language = "English",

isbn = "978-3-319-50028-7",

series = "Methodology of Educational Measurement and Assessment",

publisher = "Springer International Publishing AG",

pages = "447 -- 467",

editor = "Detlev Leutner and Jens Fleischer and Juliane Gr{\"u}nkorn and Eckard Klieme",

booktitle = "Competence Assessment in Education",

address = "Switzerland",

}

RIS

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

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 AG

CY - Cham

ER -