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 in the classroom. In this paper we describe a design research project in which we integrated formative assessment into mathematics classroom material...
| Main Authors: | , |
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| Format: | Conference or Workshop Item |
| Language: | English |
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2018
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| Online Access: | https://eprints.nottingham.ac.uk/32346/ |
| _version_ | 1848794388310786048 |
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| author | Swan, Malcolm Foster, Colin |
| author_facet | Swan, Malcolm Foster, Colin |
| author_sort | Swan, Malcolm |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | 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 |
| first_indexed | 2025-11-14T19:15:24Z |
| format | Conference or Workshop Item |
| id | nottingham-32346 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T19:15:24Z |
| publishDate | 2018 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-323462020-05-08T10:30:23Z https://eprints.nottingham.ac.uk/32346/ Formative assessment lessons for concept development and problem solving Swan, Malcolm Foster, Colin 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 2018-03-02 Conference or Workshop Item PeerReviewed application/pdf en https://eprints.nottingham.ac.uk/32346/1/Swan%20%26%20Foster%2C%20Formative%20Assessment%20Lessons.pdf Swan, Malcolm and Foster, Colin (2018) Formative assessment lessons for concept development and problem solving. In: 13th International Congress on Mathematical Education, 24 - 31 July 2016, Hamburg, Germany. Conceptual understanding Formative assessment Problem solving Mathematics task design Teacher professional development https://link.springer.com/chapter/10.1007/978-3-319-73748-5_2 |
| spellingShingle | Conceptual understanding Formative assessment Problem solving Mathematics task design Teacher professional development Swan, Malcolm Foster, Colin Formative assessment lessons for concept development and problem solving |
| title | Formative assessment lessons for concept development and problem solving |
| title_full | Formative assessment lessons for concept development and problem solving |
| title_fullStr | Formative assessment lessons for concept development and problem solving |
| title_full_unstemmed | Formative assessment lessons for concept development and problem solving |
| title_short | Formative assessment lessons for concept development and problem solving |
| title_sort | formative assessment lessons for concept development and problem solving |
| topic | Conceptual understanding Formative assessment Problem solving Mathematics task design Teacher professional development |
| url | https://eprints.nottingham.ac.uk/32346/ https://eprints.nottingham.ac.uk/32346/ |