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
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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
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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 -