Formative assessment in mathematics instruction. Theoretical considerations and empirical results of the Co²CA project.

Autor/inn/en	Rakoczy, Katrin; Klieme, Eckhard; Leiß, Dominik; Blum, Werner
Titel	Formative assessment in mathematics instruction. Theoretical considerations and empirical results of the Co²CA project.
Quelle	Aus: Leutner, Detlev (Hrsg.); Fleischer, Jens (Hrsg.); Grünkorn, Juliane (Hrsg.); Klieme, Eckhard (Hrsg.): Competence assessment in education. Research, models and instruments. Cham: Springer (2017) S. 447-467 PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Reihe	Methodology of educational measurement and assessment
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	3-319-50028-7; 978-3-319-50028-7
DOI	10.1007/978-3-319-50030-0_26
Schlagwörter	Transfer; Leistungsbeurteilung; Schülerleistung; Feedback; Mathematikunterricht; Implementierung; Intervention
Abstract	Formative assessment is considered a promising approach to improving teaching and learning, especially in the Anglo-American literature. However, empirical evidence supporting this assumption is surprisingly weak. In this chapter, we introduce the concept of formative assessment by identifying the core components of formative assessment (assessment and feedback) and describing the way we assume formative assessment (via students' perception) affects learning processes and outcomes. Furthermore, we present the project "Conditions and Consequences of Classroom Assessment" (Co2CA), consisting of four studies in which we successively investigated the design and impact of formative assessment in mathematics instruction: (1) In a survey study, we described current practice of classroom assessment in mathematics, as perceived by teachers and students, and developed mathematical tasks as a basis for the assessment component in the following studies. (2) In an experimental study, we investigated the impact of written process-oriented feedback on learning in an internally valid setting. (3) In an intervention study, we implemented the instruments and results of the first two studies in mathematics instruction to analyze the impact of formative assessment in an ecologically valid setting. (4) Finally, we conducted a transfer study to make our results usable in educational practice: We developed a teacher training in formative assessment and investigated its impact on teachers' general pedagogical and pedagogical content knowledge. This chapter focuses on a description of the designs and selected results of Studies 3 and 4. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/2