Some Difficulties in Informal Assessment in Mathematics

Autor/in	Watson, Anne
Titel	Some Difficulties in Informal Assessment in Mathematics
Quelle	In: Assessment in Education: Principles, Policy and Practice, 13 (2006) 3, S.289-303 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
Schlagwörter	Informal Assessment; Formative Evaluation; Case Studies; Student Development; Teaching Methods; Foreign Countries; Educational Change; Teacher Attitudes; Teacher Educators; Teacher Improvement; Secondary School Students; Mathematics; United Kingdom + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Bildungsreform; Lehrerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Sekundarschüler; Mathematik; Großbritannien
Abstract	In this theoretical paper the informal assessment practices of two experienced teachers are used as cases for generating questions about future developments in formative assessment practice. Both teachers maintain a consistent formative assessment focus on the development of their students as enquirers, and one of them supplements this with explicit self-assessment activities. However, there are subject-specific gaps in the ways in which they assess and describe their students and these are not addressed in widely promulgated advice about formative assessment. Questions are raised about how teachers might be supported to develop their assessment of subject-specific behaviour. (Contains 3 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10