Mathematics Classroom Assessment: A Framework for Designing Assessment Tasks and Interpreting Students’ Responses
| Autor: | Demetra Pitta-Pantazi, Eleni Demosthenous, Constantinos Christou |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Process (engineering)
Interpretation (philosophy) types of mathematics tasks Mathematics assessment Field (computer science) Sketch Article BF1-990 Clinical Psychology mathematics classroom assessment students’ profiles Developmental and Educational Psychology Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION Psychology Public aspects of medicine RA1-1270 instructional adjustments Applied Psychology |
| Zdroj: | European Journal of Investigation in Health, Psychology and Education Volume 11 Issue 3 Pages 81-1106 European Journal of Investigation in Health, Psychology and Education, Vol 11, Iss 81, Pp 1088-1106 (2021) |
| ISSN: | 2254-9625 2174-8144 |
| Popis: | Classroom assessment could contribute substantially to improving students’ mathematics learning. The process of classroom assessment involves decisions about how to elicit evidence, how to interpret it, and how to use it for teaching and learning. However, the field still needs to further explore how assessment tasks could guide forthcoming instructional adjustments in the mathematics classroom. Towards the endeavor of unpacking the classroom assessment, we present a framework that provides a lens to capture the interplay between the design of mathematics assessment tasks and the analysis of students’ responses. To do so, we relied on existing frameworks of mathematics assessment tasks, and on issues that pertain to the design of tasks. The proposed framework consists of three types of mathematics assessment tasks, their respective competencies, and the characterization of students’ responses. The framework is exemplified with students’ responses from a fourth-grade classroom, and is also used to sketch different students’ profiles. Issues regarding the interpretation of students’ responses and the planning of instructional adjustments are discussed. |
| Databáze: | OpenAIRE |
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