Developing assessment literacy through approximations of practice: Exploring secondary mathematics pre-service teachers developing criteria for a rich quadratics task

Michal Ayalon, Karina J. Wilkie

Research output: Contribution to journalArticleResearchpeer-review

Abstract

This study draws on a theoretical model for teacher assessment literacy to investigate the process of how secondary mathematics pre-service teachers (PSTs) might develop theirs through experiencing an approximation of practice. Sixty PSTs participated in designing and then refining assessment criteria for a rich open-ended quadratics task using real student example responses. Data analysis examined variations in the PSTs’ attention to quadratic features and mathematical language as assessment criteria for the task throughout the activity. This paper discusses evidence suggesting that the collaborative analysis of example student responses can make certain, but not all, assessment criteria salient to PSTs.

Original languageEnglish
Article number103011
JournalTeaching and Teacher Education
Volume89
DOIs
Publication statusPublished - Mar 2020

Keywords

  • Formative assessment
  • Open-ended tasks
  • Pre-service teacher education
  • Quadratic functions
  • Secondary mathematics

Cite this

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