On Formative Assessment in Math: How Diagnostic Questions Can Help

Autor/in	Barton, Craig
Titel	On Formative Assessment in Math: How Diagnostic Questions Can Help
Quelle	In: American Educator, 42 (2018) 2, S.33-38 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0148-432X
Schlagwörter	Stellungnahme; Mathematics Instruction; Formative Evaluation; Student Evaluation; Evaluation Methods; Questioning Techniques; Teaching Methods; Mathematical Concepts; Concept Formation; Classroom Environment; Student Participation; Misconceptions + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Schulnote; Studentische Bewertung; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Klassenklima; Unterrichtsklima; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Missverständnis
Abstract	In this article, the author asserts that asking and responding to diagnostic questions is the single most important part of teaching secondary school mathematics. He notes the importance of formative assessment and recommends a formative assessment strategy that requires students to be public about their answers to questions, displaying their thoughts in front of their teachers and peers in the moment. This can be accomplished by ensuring that the questions teachers ask are seen as tools of learning rather than tools of assessment, with no negative consequences for being wrong. Diagnostic questions are designed to help identify and understand students' mistakes and misconceptions in an efficient and accurate manner. A good diagnostic question (1) should be clear and unambiguous; (2) should test a single skill or concept; (3) should allow students to answer in fewer than 10 seconds; (4) should reveal specific misconceptions; (5) and cannot be answered correctly by the student while still holding a key misconception. (ERIC).
Anmerkungen	American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail: amered@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01