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Formative assessment: Teacher knowledge and skills to make it happen
Umeå Mathematics Education Research Centre, Umeå University, Sweden.
2015 (English)In: Proceedings of the Ninth Conference of the European Society for Reseach in Mathematics Education (CERME9) / [ed] Krainer, K Vondrova, N, Prague: Charles University , 2015, p. 3172-3173Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The study investigates a teacher's use of activities, knowledge and skills when conducting formative assessment during interaction in whole-class. This formative assessment practice includes eliciting information about student learning, interpreting the responses, and modifying teaching and learning activities based on elicited information. Results show that the teacher used activities that help students to engage in common learning activities and take co-responsibility for their learning. Furthermore, while orchestrating the activities the teacher used knowledge and skills that are complex, demanding and difficult.

Place, publisher, year, edition, pages
Prague: Charles University , 2015. p. 3172-3173
Keywords [en]
Formative assessment, teacher knowledge, mathematics
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:umu:diva-163263ISI: 000466853904074ISBN: 978-80-7290-844-8 (print)OAI: oai:DiVA.org:umu-163263DiVA, id: diva2:1352453
Conference
9th Congress of European Research in Mathematical Education, Prague, February 4-8, 2015.
Available from: 2019-09-18 Created: 2019-09-18 Last updated: 2019-09-18Bibliographically approved

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Vingsle, Lotta

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CiteExportLink to record
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Citation style
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  • vancouver
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