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Introducing pre-service teachers to formative assessment: Improving assessment design and accountability in school mathematics through a network-based learning environment |
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Abstract:
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The purpose of this proposal is to contribute in three important directions. First, it will contribute to pre-service teacher preparation by exposing pre-service teachers to an experiential instructional unit on formative assessment through the use of a network-based learning environment. Second, it will contribute to the development of evaluation and assessment tools that allow for valid, reliable and feasible interpretations of students work on classroom-based (performance-based) assessments with the future goal of better linking these formative assessments to larger-scale assessments of students’ mathematical knowledge. Third, it will contribute to the use of technology, like the network-based calculator system, in the design of more participatory learning environments to promote learning. The research questions that will guide this study are:
Can pre-service teachers learn, as part of their teacher preparation program, to interpret students’ work from performance-based assessment in a systematic way that is also valid, reliable, and feasible?
Can a network-based learning environment be designed to facilitate formative assessment in the classroom, by making students’ mathematical understanding observable, and allowing the teacher to provide opportunistic and timely feedback of students’ observed participation? |
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student (46), assess (31), teacher (26), mathemat (20), format (18), base (16), learn (16), pre (14), knowledg (13), servic (13), pre-servic (12), particip (12), work (12), provid (11), classroom (11), perform (11), teach (11), reliabl (10), descriptor (10), stroup (10), use (10), |
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Association:
Name: North American Chapter of the International Group for the Psychology of Mathematics Education
URL: http://www.pmena.org
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Citation:
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MLA Citation:
| Carmona, Guadalupe. "Introducing pre-service teachers to formative assessment: Improving assessment design and accountability in school mathematics through a network-based learning environment" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, TBA, Mérida, Yucatán, Mexico, Nov 09, 2006 <Not Available>. 2009-05-24 <http://www.allacademic.com/meta/p115820_index.html> |
APA Citation:
| Carmona, G. , 2006-11-09 "Introducing pre-service teachers to formative assessment: Improving assessment design and accountability in school mathematics through a network-based learning environment" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, TBA, Mérida, Yucatán, Mexico Online <PDF>. 2009-05-24 from http://www.allacademic.com/meta/p115820_index.html |
Publication Type: Short Oral Report
Abstract: The purpose of this proposal is to contribute in three important directions. First, it will contribute to pre-service teacher preparation by exposing pre-service teachers to an experiential instructional unit on formative assessment through the use of a network-based learning environment. Second, it will contribute to the development of evaluation and assessment tools that allow for valid, reliable and feasible interpretations of students work on classroom-based (performance-based) assessments with the future goal of better linking these formative assessments to larger-scale assessments of students’ mathematical knowledge. Third, it will contribute to the use of technology, like the network-based calculator system, in the design of more participatory learning environments to promote learning. The research questions that will guide this study are:
Can pre-service teachers learn, as part of their teacher preparation program, to interpret students’ work from performance-based assessment in a systematic way that is also valid, reliable, and feasible?
Can a network-based learning environment be designed to facilitate formative assessment in the classroom, by making students’ mathematical understanding observable, and allowing the teacher to provide opportunistic and timely feedback of students’ observed participation? |
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3 |
| Word count: |
1722 |
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| Introducing pre-service teachers to formative assessment: Improving assessment design and accountability in school mathematics through a network-based learning environment Guadalupe Carmona Walter Stroup Sarah Davis University of Texas at Austin University of Texas at Austin University of Texas at Austin lcarmona@mail.utexas.edu wstroup@mail.utexas.edu davis.s@mail.utexas.edu Research goals and objectives The purpose of this proposal is to contribute in three important directions. First it will contribute to pre-service teacher preparation by exposing pre-service teachers to an experiential instructional unit on formative assessment1 |
| and can be easily implemented in their future classrooms. References Ares N. & Stroup W. M. (2004). Drewing on diverse social cultural and academic resources in technology-mediated classrooms. Paper presented at the Proceedings of the twenty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education Toronto Ontario Canada. Ball D. L. & Cohen D. K. (1999). Developing practice developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & |
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