Formative assessment in everyday teaching of mathematical modelling: implementation of written and oral feedback to competency-oriented tasks. (English)

Stillman, Gloria Ann (ed.) et al., Teaching mathematical modelling. Connecting to research and practice. Dordrecht: Springer (ISBN 978-94-007-6539-9/hbk; 978-94-007-6540-5/ebook). International Perspectives on the Teaching and Learning of Mathematical Modelling, 469-478 (2013).

Summary: The interdisciplinary research project $\text{Co}^{2}$CA investigates how assessing and reporting students’ performances in mathematics can be arranged in every-day teaching in such a way that teachers are able to analyse students’ outcomes appropriately and organise further learning as well targeted as possible. In this context, 39 classes of German middle track schools were observed for several weeks while dealing with mathematical tasks focusing on technical and modelling competencies. Based on the assumption that assessing and reporting students’ outcomes regularly will foster learning processes, students from some classes were given individual, task-related feedback, in some classes several times in a written form, in some classes in addition permanently accompanying the students’ solution processes. In this chapter, we describe the study and report some preliminary results.