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Australian Primary Mathematics Classroom, v13 n3 p18-21 2008

Educational assessment consists of two aspects. First, the size of the learning that has occurred in which summative assessment of learning aims to measure. Second, the quality of learning, which is better situated in the classroom, where teachers make judgements on a day-to-day basis about what their students know and can do. This kind of consideration is known as formative assessment and both teachers and students should change what they do as a result. Systems acknowledge the importance of classroom-based assessment and there is a plethora of advice for teachers about assessment for learning (Assessment Reform Group, 1999). Despite the many publications, projects and studies, however, assessing the quality of mathematical learning remains elusive, and formative assessment has not delivered the promised improvements (Stiggins, 2007). In essence, successful teaching and learning is about dialogue and feedback. In this article, the author illustrates the importance of establishing productive dialogue with students in order to build on their existing understandings. (Contains 4 figures.)

Descriptors: Feedback (Response), Student Evaluation, Formative Evaluation, Educational Change, Discussion (Teaching Technique), Elementary School Mathematics, Evaluation Methods, Mathematics Instruction, Mathematics Skills

Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office[at]aamt.edu.au; Web site: http://www.aamt.edu.au





Autor: Callingham, Rosemary

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4452&id=EJ818866







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