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Knowledge of assessment and its implications. (English)
Rogerson, Alan (ed.), The mathematics education for the future project. Proceedings of the 13th international conference ‘Mathematics education in a connected world’, Catania, Sicily, Italy, September 16‒21, 2015. Münster: WTM-Verlag (ISBN 978-3-942197-44-1/pbk; 978-3-942197-86-1/ebook). Conference Proceedings in Mathematics Education 1, 155-162 (2015).
Summary: Assessment is an integral part of the teaching and learning process. Teachers make numerous decisions about students on a daily basis depending on assessment’s results. Therefore, teachers must master this subject by the time they enter their jobs. This research examines the knowledge of assessment by pre-service and novice math teachers in elementary schools. The results show a lack of knowledge even in basic concepts of assessment. The research also checks if and to what extent teachers use those terms in practice. It was found that even known concepts are not used in the assessment process. Since a significant connection between teachers’ knowledge and implication of that knowledge was found, this paper suggests some terms that should be discussed elaborately in order for teachers to succeed in implementing their knowledge of assessment.
Classification: D60 D39 C39
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