Formative assessment lessons for concept development and problem solving

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Swan, Malcolm and Foster, Colin (2018) Formative assessment lessons for concept development and problem solving. In: 13th International Congress on Mathematical Education, 24 - 31 July 2016, Hamburg, Germany.

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Abstract

Formative assessment is the process by which teachers and students gather evidence of learning and then use this to adapt the way they teach and learn in the classroom. In this paper we describe a design research project in which we integrated formative assessment into mathematics classroom materials. We outline two examples of formative assessment lessons, one concept-based and the other problem-solving, highlighting the important roles within them of pre-assessment, formative feedback questions and sample work for students to critique

Item Type: Conference or Workshop Item (Paper)
Additional Information: Published in: Classroom assessment in mathematics : perspectives from around the globe / editors, Denisse R. Thompson ... [et al.]. Cham : Springer, 2018. ISBN: 978-3-319-73747-8. pp. 11-24, doi:10.1007/978-3-319-73748-5_2
Keywords: Conceptual understanding, Formative assessment, Problem solving, Mathematics task design, Teacher professional development
Schools/Departments: University of Nottingham, UK > Faculty of Social Sciences > School of Education
Related URLs:
URLURL Type
http://www.icme13.org/UNSPECIFIED
http://www.mathunion.org/icmi/conferences/icme-international-congress-on-mathematical-education/past-icmes/UNSPECIFIED
Depositing User: Collier, Elanor
Date Deposited: 17 Mar 2016 11:11
Last Modified: 08 May 2020 10:30
URI: https://eprints.nottingham.ac.uk/id/eprint/32346

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