Combining and Integrating Formative and Summative Assessment in Mathematics Teacher Education

Autor/inn/en	Buchholtz, Nils Frederik; Krosanke, Nadine; Orschulik, Anna B.; Vorhölter, Katrin
Titel	Combining and Integrating Formative and Summative Assessment in Mathematics Teacher Education
Quelle	In: ZDM: The International Journal on Mathematics Education, 50 (2018) 4, S.715-728 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-018-0948-y
Schlagwörter	Mathematics Education; Preservice Teacher Education; Formative Evaluation; Summative Evaluation; Internship Programs; Mixed Methods Research; Case Studies; Educational Opportunities; Portfolio Assessment; Learning Processes; Academic Achievement; Integrated Activities; Instructional Innovation; Student Surveys; Student Teacher Attitudes; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Mathematische Bildung; Lehramtsstudiengang; Lehrerausbildung; Berufspraktische Ausbildung; Case study; Fallstudie; Case Study; Bildungsangebot; Bildungschance; Portfoliobeurteilung; Learning process; Lernprozess; Schulleistung; Integrierender Unterricht; Educational Innovation; Bildungsinnovation; Schülerbefragung; Ausland; Deutschland
Abstract	Contrary to the opinion that formative and summative assessment approaches are not compatible, this article presents a theoretically grounded way in which different forms of assessment can be combined and integrated in university mathematics teacher education. Two mixed-assessment approaches are demonstrated through the analysis of a case study involving a practice-based seminar accompanying a school internship. First, a formative eportfolio assessment was combined with a summative panel survey to assess the learning opportunities of mathematics pre-service teachers. Second, the formative eportfolio approach was integrated with a summative oral course examination to make statements about the learning processes and learning outcomes of the pre-service teachers. Our analyses conclude that combining and integrating the two forms of assessment present the possibility of evaluating different aspects of the pre-service teachers' perceptions of opportunities to learn. Benefits, validation aspects and limitations of the two approaches of combining and integrating assessment forms are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01