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

Michal Ayalon, Karina Wilkie

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    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 - 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 titlePME 2018
    Country/TerritorySweden
    CityUmeå
    Period3/07/188/07/18
    Internet address

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