Formative Assessment for the Analysis and Problem Solving Transversal Competence in Master Degree

2018 ◽  
pp. 293-301
Author(s):  
María-José Verdecho ◽  
P. Gómez-Gasquet ◽  
Raúl Rodríguez-Rodríguez ◽  
Juan-José Alfaro-Saiz
Keyword(s):  
Problem Solving ◽  
Formative Assessment ◽  
Master Degree

Supporting Elementary Mathematics Teacher Candidates' Use of Divergent Formative Assessment

2020 ◽  
pp. 226-253 ◽  
Author(s):  
Crystal Anne Kalinec-Craig ◽  
Priya V. Prasad ◽  
Raquel Vallines Mira
Keyword(s):  
Problem Solving ◽  
Formative Assessment ◽  
Mathematics Teacher ◽  
Teacher Candidates ◽  
Elementary Mathematics ◽  
Methods Course ◽  
Self Assessment ◽  
Mathematics Content Courses ◽  
Teacher Learners

In this chapter, the authors consider the purposeful design of two mathematics content courses (Content 1 and Content II) and one methods course (Methods) as a means of helping teacher candidates (TCs) learn about divergent formative assessment (DFA), which seeks to explore what students understand rather than only if they understand a concept or skill. The authors leverage the research of groupworthy tasks and the Rights of the Learner to describe three tasks they use to help TCs learn mathematics through problem-solving and to learn to teach through problem-solving. The chapter outlines three commonalities across the courses: 1) Shifting from implicit to explicit and informal to formal practices of DFA that reflects teaching through problem-solving; 2) Using DFAs to transition TCs' identities from learners to teacher-learners; and 3) Supporting TCs' self-assessment through DFAs in multiple ways.

Formative Assessment through Think Alouds

2021 ◽  
Vol 114 (8) ◽  
pp. 598-606
Author(s):  
Tiara Hicks ◽  
Jonathan D. Bostic
Keyword(s):  
Problem Solving ◽  
Formative Assessment ◽  
Instructional Practices ◽  
Evidence Based ◽  
Think Alouds ◽  
Assessment Approach ◽  
Whole Class

We describe a formative assessment approach called whole-class think alouds, which foster evidence-based instructional practices and promote the goal of assessment to promote learning. They allow students to collaborate and orally communicate their problem solving.

Development of a GSP Integrated Formative Assessment System on Geometric Creativity

2010 ◽  
Vol 108-111 ◽  
pp. 979-984
Author(s):  
Yuan Chen ◽  
Pi Hsia Hung
Keyword(s):  
Problem Solving ◽  
Formative Assessment ◽  
Assessment System ◽  
Intervention Effect ◽  
Geometric Problem ◽  
Interactive Exploration ◽  
Geometric Concepts ◽  
Scoring Rubrics ◽  
On Line ◽  
Exploration Environment

A GSP integrated learning and assessment system (LAS-GSP) is developed to provide students an interactive exploration environment and on-line feedbacks on geometric problem solving. Three tasks of maximal segmentation are developed to investigate the applicability and intervention effect of the system. There are four scoring elements for students’ on line assignments: (1) systematic approaches, (2) correct solutions, (3) originality of representation, and (4) function derived. The characteristics of students’ learning progress are discussed by the scoring rubrics applied. The results suggest abstract geometric concepts can be visualized, internalized, and enhanced at an earlier age, if mind-tool can be effectively implemented.

Formative Assessment and Preservice Elementary Teachers' Mathematical Justification

2020 ◽  
pp. 357-388
Author(s):  
Alden J. Edson ◽  
Diane R. Rogers ◽  
Christine A. Browning
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Elementary Education ◽  
Formative Assessment ◽  
Digital Tools ◽  
Instructional Model ◽  
Elementary Preservice Teachers ◽  
Group Focus ◽  
Descriptive Feedback ◽  
Mathematical Justification

The focus of this chapter is on elementary preservice teachers' (PSTs') use of justification in problem-solving contexts based on a semester algebra course designed for elementary education mathematics minors. Formative assessment and digital tools facilitated the development of PSTs' understanding and use of justification in algebraic topics. The instructional model used includes the following components: negotiating a “taken-as-shared” justification rubric criteria; engaging in problem solving; preparing, digitally recording, and posting justification videos to the Cloud; and finally, listening and sharing descriptive feedback on the posted videos. VoiceThread was the digital venue for the preservice teachers to listen to their peers' justifications and post descriptive feedback. Findings from an analysis of a group focus on the PSTs' peer- and self-feedback as it developed through a semester and the PSTs' ability to provide a range of descriptive feedback with the potential to promote growth in the understanding and use of mathematical justification.

Formative Assessment and Preservice Elementary Teachers' Mathematical Justification

2016 ◽  
pp. 293-323
Author(s):  
Alden J. Edson ◽  
Diane R. Rogers ◽  
Christine A. Browning
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Elementary Education ◽  
Formative Assessment ◽  
Digital Tools ◽  
Instructional Model ◽  
Elementary Preservice Teachers ◽  
Group Focus ◽  
Descriptive Feedback ◽  
Mathematical Justification

The focus of this chapter is on elementary preservice teachers' (PSTs') use of justification in problem-solving contexts based on a semester algebra course designed for elementary education mathematics minors. Formative assessment and digital tools facilitated the development of PSTs' understanding and use of justification in algebraic topics. The instructional model used includes the following components: negotiating a “taken-as-shared” justification rubric criteria; engaging in problem solving; preparing, digitally recording, and posting justification videos to the Cloud; and finally, listening and sharing descriptive feedback on the posted videos. VoiceThread was the digital venue for the preservice teachers to listen to their peers' justifications and post descriptive feedback. Findings from an analysis of a group focus on the PSTs' peer- and self-feedback as it developed through a semester and the PSTs' ability to provide a range of descriptive feedback with the potential to promote growth in the understanding and use of mathematical justification.

scholarly journals A model-based approach for assessment and motivation

2012 ◽  
Vol 9 (2) ◽  
pp. 893-915 ◽  
Author(s):  
Michael Spector ◽  
Chanmin Kim
Keyword(s):  
Problem Solving ◽  
Formative Assessment ◽  
Conceptual Framework ◽  
Mental Models ◽  
Learning Environments ◽  
Mental Representations ◽  
Research Literature ◽  
Critical Reasoning ◽  
Key Aspects ◽  
Learning And Instruction

Representations support learning and instruction in many ways. Two key aspects of representations are discussed in this paper. First we briefly review the research literature about cognition and processing internal mental models. The emphasis is on the role that mental models play in critical reasoning and problem solving. We then present a theoretically-grounded rationale for taking internal mental representations into account when designing and implementing support for learning. The emphasis is on interaction with meaningful problems. Lastly, we present research that has led to a conceptual framework for integrating models into learning environments that includes technologies for formative assessment and motivation.

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