Discourse Based Assessment in the Mathematics Classroom
A study of teachers'' instructionally embedded assessment practices
Classroom assessment in mathematics involves more than designing and grading summative assessments such as quizzes and tests. The methods teachers use during instruction to solicit evidence of student understanding are critical to effective formative assessment. Eliciting such evidence requires dynamic forms of discourse based, instructionally embedded assessment that reveal the connectedness and flexibility of student knowledge. Using semi-structured interviews, daily participant observation, and videotape of classroom instruction, this study documented ways in which middle grades mathematics teachers used instructionally embedded asse…
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Produktdetails
- ISBN: 978-3-8383-3274-1
- EAN: 9783838332741
- Produktnummer: 37834375
- Verlag: LAP Lambert Academic Publishing
- Sprache: Englisch
- Erscheinungsjahr: 2010
- Seitenangabe: 184 S.
- Masse: H22.0 cm x B15.0 cm x D1.1 cm 292 g
- Abbildungen: Paperback
- Gewicht: 292
Über den Autor
David C. Webb is an Assistant Professor of Mathematics Education at the University of Colorado at Boulder and is also the Executive Director of Freudenthal Institute USA. His research focuses on teachers' classroom assessment practices, curricula that support formative assessment, and the design of professional development activities.
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