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

Research output: Contributions to collected editions/works › Chapter › peer-review

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 . ed. / Gloria Stillman; Werner Blum; M Salett Biembengut. Cham: Springer Verlag, 2015. p. 151-160 (International Perspectives on the Teaching and Learning of Mathematical Modelling).

Research output: Contributions to collected editions/works › Chapter › peer-review

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 (eds), Mathematical Modelling in Education Research and Practice : Cultural, Social and Cognitive Influences . International Perspectives on the Teaching and Learning of Mathematical Modelling, Springer Verlag, Cham, pp. 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 (Eds.), Mathematical Modelling in Education Research and Practice : Cultural, Social and Cognitive Influences (pp. 151-160). (International Perspectives on the Teaching and Learning of Mathematical Modelling). Springer Verlag. 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, editors, Mathematical Modelling in Education Research and Practice : Cultural, Social and Cognitive Influences . Cham: Springer Verlag. 2015. p. 151-160. (International Perspectives on the Teaching and Learning of Mathematical Modelling). doi: 10.1007/978-3-319-18272-8_11

Bibtex

@inbook{ec767eda96d74fb0ab7b22fcbebc108a,
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",
year = "2015",
doi = "10.1007/978-3-319-18272-8_11",
language = "English",
isbn = "978-3-319-18271-1",
series = "International Perspectives on the Teaching and Learning of Mathematical Modelling",
publisher = "Springer Verlag",
pages = "151--160",
editor = "Gloria Stillman and Werner Blum and {Salett Biembengut}, M",
booktitle = "Mathematical Modelling in Education Research and Practice",
address = "Germany",

}

RIS

TY - CHAP

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.

KW - Mathematics

KW - Formal Assessment (FA)

KW - Foster Teacher

KW - Modelling Tasks

KW - Pedagogical Content Knowledge (PCK)

KW - Teacher Training

UR - http://www.scopus.com/inward/record.url?scp=85020081515&partnerID=8YFLogxK

U2 - 10.1007/978-3-319-18272-8_11

DO - 10.1007/978-3-319-18272-8_11

M3 - Chapter

SN - 978-3-319-18271-1

T3 - International Perspectives on the Teaching and Learning of Mathematical Modelling

SP - 151

EP - 160

BT - Mathematical Modelling in Education Research and Practice

A2 - Stillman, Gloria

A2 - Blum, Werner

A2 - Salett Biembengut, M

PB - Springer Verlag

CY - Cham

ER -

Other publications by the same author(s)

Academic language features in mathematical modelling tasks raise difficulty in reading comprehension for secondary students

Heine, L., Ehmke, T. & Leiss, D., 2025, In: European Journal of Applied Linguistics. 13, 1, p. 227-251 25 p.

Research output: Journal contributions › Journal articles › Research › peer-review

Effects of linguistic demands of reality-based mathematical tasks: discrepancy between teachers' expectations and students' performance

Ehmke, T., Leiss, D. & Heine, L., 10.06.2025, In: Frontiers in Education. 10, 13 p., 1528806.

Research output: Journal contributions › Journal articles › Research › peer-review

Formative assessment in inclusive mathematics education in secondary schools: A systematic review

Töllner, F., Kuhl, P. & Besser, M., 07.05.2025, In: Education Science. 15, 5, 20 p., 577.

Research output: Journal contributions › Scientific review articles › Research

Highlight, Write, Elaborate: Note-Taking Strategies to Master Reality-Based Mathematical Tasks

Wienecke, L.-M., Leiss, D. & Ehmke, T., 12.2025, In: Journal für Mathematik-Didaktik: Zeitschrift der Gesellschaft für Didaktik der Mathematik (GDM). 46, 2, 41 p., 12.

Research output: Journal contributions › Journal articles › Research › peer-review

Innovative teaching of mathematics in German secondary schools

Lemmrich, S., Ehmke, T. & Leiss, D., 29.05.2025, Innovative Teaching and Classroom Processes: Research Perspectives from Germany and China. Ehmke, T. & Chi-Kin Lee, J. (eds.). 1 ed. London: Routledge Taylor & Francis Group, p. 43-53 11 p.

Research output: Contributions to collected editions/works › Chapter › peer-review

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