Preservice middle school mathematics teachers' development in formative assessment.

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2020-01-07

Author

Kaplan Can, Gözde
Haser, Çiğdem

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The study was conducted to investigate preservice middle school mathematics teachers’ professional development in formative assessment practices they plan to implement in classrooms. Basic qualitative research method was employed in this study. Incomplete and Improper Lesson Plan Task developed by the researchers was implemented to 47 2 nd year, 37 3 rd year, and 27 4 th year preservice middle school mathematics teachers. Findings of the study indicated that participants who took measurement and assessment course and methods of teaching courses (3 rd year and 4 th year preservice teachers) emphasized integrating formative assessment strategies more than 2 nd year preservice teachers. None of the participants mentioned to give opportunity to students to assess themselves or provide feedback to the students in order to enhance their learning. 3 rd year and 4 th year preservice teachers were also more successful in detecting the improperness of the lesson plan.

Subject Keywords

Preservice mathematics teachers, Formative assessment, Professional development

URI

https://hal.archives-ouvertes.fr/hal-02430544/document
https://hdl.handle.net/11511/102312

Conference Name

The Eleventh Congress of European Society for Research in Mathematics Education (CERME11)

Collections

Department of Mathematics and Science Education, Conference / Seminar

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Citation Formats

G. Kaplan Can and Ç. Haser, “Preservice middle school mathematics teachers’ development in formative assessment.,” presented at the The Eleventh Congress of European Society for Research in Mathematics Education (CERME11), Utrecht, Hollanda, 2020, Accessed: 00, 2023. [Online]. Available: https://hal.archives-ouvertes.fr/hal-02430544/document.