Learning to assess: exploring changes to pre-service teachers'criteria for a quadratics task

Michal Ayalon, Karina Wilkie

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review

Abstract

This study sought insights into the process of pre-service teachers (PSTs) learning to assess student learning through designing and then refining assessment criteria for a quadratics task using student example responses. Sixty PSTs attempted the task individually, then worked in pairs to develop initial assessment criteria, analyse a selection of student responses, and revise their criteria. The data analysis examined variations in the pre-service teachers’ own use of and attention to quadratic features and mathematical language as assessment criteria for this task throughout the activity. This paper discusses evidence suggesting that collaborative analysis of example student task responses can make certain, but not all, assessment criteria salient to PSTs
Original languageEnglish
Title of host publicationProceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education
EditorsEwa Bergqvist, Magnus Österholm, Carina Granberg, Lovisa Sumpter
Place of PublicationUmea Sweden
PublisherInternational Group for the Psychology of Mathematics Education
Pages91-98
Number of pages8
Volume2
ISBN (Print)9789176019030
Publication statusPublished - 2018
EventAnnual Conference of the International Group for the Psychology of Mathematics Education 2018: Delight in Mathematics Education - Umeå University, Umeå, Sweden
Duration: 3 Jul 20188 Jul 2018
Conference number: 42nd
http://www.pme42.se/

Conference

ConferenceAnnual Conference of the International Group for the Psychology of Mathematics Education 2018
Abbreviated titlePME42
CountrySweden
CityUmeå
Period3/07/188/07/18
Internet address

Cite this

Ayalon, M., & Wilkie, K. (2018). Learning to assess: exploring changes to pre-service teachers'criteria for a quadratics task. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 91-98). Umea Sweden: International Group for the Psychology of Mathematics Education.