Malcolm Swan email@example.com
Designing formative assessment lessons for concept development and problem solving
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. I describe a design research project in which we integrated formative assessment strategies into lesson materials that focus on developing students’ conceptual understanding and their capacity to tackle non-routine problems. A theoretical framework for assessment task design is presented, together with an analysis of research-based principles for formative assessment lesson design. Particular aspects are highlighted: the roles of pre-assessment, formative feedback questions and sample work for students to critique. While there are some early signs that these lessons provide an effective model for teachers to introduce formative assessment into everyday classroom practice, the materials require a radical shift in the predominant culture within most classrooms.
|Publication Date||Jan 1, 2015|
|Peer Reviewed||Not Peer Reviewed|
|APA6 Citation||Swan, M. (2015). Designing formative assessment lessons for concept development and problem solving|
|Keywords||Assessment and Evaluation; Design Experiments|
|Copyright Statement||Copyright information regarding this work can be found at the following address: http://eprints.nottingh.../end_user_agreement.pdf|
|Additional Information||Published in: Bartell, T. G., Bieda, K. N., Putnam, R. T., Bradfield, K., & Dominguez, H. (Eds.). (2015).
Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. East Lansing, Mich.:
Michigan State University. ISBN 9780692540398
swan - designing.pdf
Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf