文章基本信息

标题：Unfolding the assessment process in a whole class mathematics setting
其他标题：Analiza procesa ocenjivanja na časovima matematike
本地全文：下载
作者：Jelena Radišić ; Aleksandar Baucal ; Marina Videnović 等
期刊名称：Psihološka Istraživanja
印刷版ISSN：0352-7379
电子版ISSN：2560-306X
出版年度：2014
卷号：17
期号：2
DOI：10.5937/PsIstra1402137R
语种：English
出版社：University of Belgrade, Faculty of Philosophy, Institute of Psychology
摘要：Assessment activities in the class are an important aspect of classroom practice,while there is much debate with respect to the formative vs. summative assessment routines and the outcomes that each of them provides for students’ learning. As classroom assessment does not occur in seclusion of other aspects of classroom life,the process is seen as rather complex. In this study we wished to explore how assessment serves the function of supporting students’ learning and whether this evidence is used to adapt teacher’s practices in meeting different learning needs in the mathematics classroom. The authors observed assessment practices of an experienced math teacher in a grammar school in Belgrade. Teacher’s assessment practices were observed during a three week period. The analysis has shown the teacher to hold a somewhat complex perception of assessment,yet the perception is largely detached from teaching,which is in line with the previously reported results. However,the elements of formative assessment do emerge,thus contributing to the assessment being in service of learning. In spite of this,a narrow set of practices are visible when observing how the teacher keeps track of students’ progress. A mismatch is visible between students’ and teacher’s perceptions of the assessment as a whole and some of the practices exercised in the process. The teacher struggled to verbalize some aspects of own assessment practices,especially those related to more formative aspects.
其他摘要：Aktivnosti ocenjivanja na času predstavlјaju važan aspekt prakse u učionici. U isto vreme,debata o prednostima i značaju formativnog ocenjivanja spram sumativnog i dalje se nastavlja. Ocenjivanje se ne odvija izvan okvira svakodnevne prakse u učionici,pa
关键词：assessment practices;mathematics;teacher’s and students’ perspective
其他关键词：ocenjivanje;matematika;perspektiva nastavnika i učenik