Abstract
The interdisciplinary research project Co2CA 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.
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Notes
- 1.
Supported by the German Research Society (DFG) as part of the current priority programme “Kompetenzmodelle zur Erfassung individueller Lernergebnisse und zur Bilanzierung von Bildungsprozessen” (SPP 1293); principal researchers: E. Klieme, K. Rakoczy (both Frankfurt), W. Blum (Kassel), D. Leiss (Lüneburg).
- 2.
Both wle reliability and eap reliability are computed in ConQuest as indicators for the reliability of a latent variable/construct. In general values greater than 0.6 are expected to be acceptable. For more details see also Rost (2004).
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Besser, M., Blum, W., Klimczak, M. (2013). Formative Assessment in Everyday Teaching of Mathematical Modelling: Implementation of Written and Oral Feedback to Competency-Oriented Tasks. In: Stillman, G., Kaiser, G., Blum, W., Brown, J. (eds) Teaching Mathematical Modelling: Connecting to Research and Practice. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6540-5_40
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