The aim of the contribution is to present the results of Czech part of the international project named Assess Inquiry in Science, Technology and Mathematics Education (ASSIST-ME) that investigated formative assessment in inquiry-based mathematics education. The aim of the project was to develop and verify methods of formative assessment (in the Czech part namely peer assessment) which could be applied in everyday instructional settings and complemented with commonly used methods of summative assessment. The contribution will deal with primary mathematics education.
Inquiry-based mathematics education (IBME) includes a variety of approaches to mathematics teaching based on pupils´ independent inquiry. The inspiration came from science education; although it is possible to find connections with approaches implemented in mathematics education in the past, namely problem solving and guided rediscovery (Artigue & Blomhoj, 2013).
The research on practice of formative peer-assessment is a broad and living area (c.f. Bernholt et al., 2013). The notion of formative assessment (that means assessment for learning) became an important idea in educational context in late nineties (Black & Wiliam, 1998). Later Black and William (2009) stated that formative assessment is the core strategy to activating students. The practice of formative peer-assessment was investigated by many authors. Hodgson and Pyle (2010) reviewed several articles on different aspects of formative assessment including the way that peer-assessment can feed into the development of self-assessment skills, the use of different techniques for eliciting peer-assessment, the links between feedback from peers and from teachers and how the development of a formative classroom climate can help to promote peer- and self-assessment activities.
This study follows the contribution presented at the conference ECER 2015 (Žlábková et al., 2015, August). We analyzed data from several educational experiments which took part in primary mathematics classrooms. Research team of the Czech part of the project focused on a theme: What support do teachers need in order to interpret formative assessment data and provide productive feedback for IBSTME? In this contribution we will focus on the difficulties encountered by teachers and their pupils when applying formative peer assessment in IBME.
Artigue, M., & Blomhoj, M. (2013). Conceptualizing inquiry-based education in mathematics. ZDM Mathematics Education, 45, 797–810. ASSIST-ME (Assess Inquiry in Science, Technology and Mathematics Education) (2017, January 15). Retrieved from http://assistme.ku.dk/ Bernholt, S., Rönnebeck, S., Ropohl, M., Köller, O., & Parchmann, I. (2013). Report on current state of the art in formative and summative assessment in IBE in STM. Copenhagen: University of Copenhagen. Black, P., & Wiliam, D. (1998) Assessment and classroom learning. Assessment in Education, 5(1), 7–71. Black, P., & Wiliam, D. (2009). Developing the Theory of Formative Assessment. Educational Assessment, Evaluation and Accountability 21(1), 5–31. Harlen, W. (2013). Assessment & inquiry-based science education: issues in policy and practice. Trieste, Italy: Global Network of Science Academies. Hodgson, C., & Pyle, K. (2010). A Literature Review of Assessment for Learning in Science. Slough: NFER. Žlábková, I., Stuchlíková, I., Hošpesová, A., Kouřilová, J. & Mazehóová, Y. (2015, August). Case Study of Implementation of Formative Peer Assessment in Inquiry Based Elementary Mathematics. Paper presented at the conference ECER 2015, Budapest. Žlábková, I., & Rokos, L. (2013). Pohledy na formativní a sumativní hodnocení žáka v českých publikacích. Pedagogika, 63(3), 328–354.
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