Formative assessment lessons for concept development and problem solving

Swan, Malcolm; Foster, Colin

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

Citation

Swan, M., & Foster, C. (2018). Formative assessment lessons for concept development and problem solving.

• Conference Name: 13th International Congress on Mathematical Education
• Start Date: Jul 24, 2016
• End Date: Jul 31, 2016
• Acceptance Date: Dec 15, 2015
• Online Publication Date: Mar 2, 2018
• Publication Date: Mar 2, 2018
• Deposit Date: Mar 17, 2016
• Publicly Available Date: Mar 3, 2019
• Publisher: Springer Publishing Company
• Peer Reviewed: Peer Reviewed
• Keywords: Conceptual understanding, Formative assessment, Problem solving, Mathematics task design, Teacher professional development
• Public URL: https://nottingham-repository.worktribe.com/output/917827
• Publisher URL: https://link.springer.com/chapter/10.1007/978-3-319-73748-5_2
• Related Public URLs: http://www.icme13.org/; http://www.mathunion.org/icmi/conferences/icme-international-congress-on-mathematical-education/past-icmes/
• 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