Book chapter

Assessing Inquiry-Based Mathematics Education with Both a Summative and Formative Purpose

ContributorsChanudet, Maud
Published inMathematical Problem Solving, Editors Liljedahl, P. & Santos-Trigo, M., p. 177-207
PublisherCham : Springer International Publishing
  • ICME-13 Monographs
Publication date2019

In this chapter I present some of the results of a study aiming to learn if and how using an assessment tool such as a grid of criteria, can be useful for summative assessment and encourage formative assessment processes in the case of inquiry-based mathematics education. I focus my research on a course centred on prob-lem solving in the canton of Geneva (Switzerland). In the first part, I provide a synthesis of teachers' points of view about this course relative to problems they submitted to students, research narrative chosen as a means to assess students and the assessment of students' problem solving competencies. I then describe how it leads to a collaborative work that aims to elaborate a grid of criteria of re-search narratives to assess students' problem solving competencies with both a summative and formative purpose. Finally, I describe an exploratory study; an analysis of two lessons taught by a teacher who uses the grid of criteria, in order to understand if and how she refers to these criteria to develop informal formative assessment.

Citation (ISO format)
CHANUDET, Maud. Assessing Inquiry-Based Mathematics Education with Both a Summative and Formative Purpose. In: Mathematical Problem Solving. Cham : Springer International Publishing, 2019. p. 177–207. (ICME-13 Monographs) doi: 10.1007/978-3-030-10472-6_9
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Book chapter (Published version)

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