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

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Published in Liljedahl, P. & Santos-Trigo, M. Mathematical Problem Solving. Cham: Springer International Publishing. 2019, p. 177-207
Collection ICME-13 Monographs
Abstract 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.
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ISBN: 978-3-030-10471-9
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CHANUDET, Maud. Assessing Inquiry-Based Mathematics Education with Both a Summative and Formative Purpose. In: Liljedahl, P. & Santos-Trigo, M. (Ed.). Mathematical Problem Solving. Cham : Springer International Publishing, 2019. p. 177-207. (ICME-13 Monographs) doi: 10.1007/978-3-030-10472-6_9 https://archive-ouverte.unige.ch/unige:123641

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Deposited on : 2019-09-25

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