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Some Difficulties in Informal Assessment in Mathematics
- Source :
-
Assessment in Education: Principles, Policy and Practice . Nov 2006 13(3):289-303. - Publication Year :
- 2006
-
Abstract
- In this theoretical paper the informal assessment practices of two experienced teachers are used as cases for generating questions about future developments in formative assessment practice. Both teachers maintain a consistent formative assessment focus on the development of their students as enquirers, and one of them supplements this with explicit self-assessment activities. However, there are subject-specific gaps in the ways in which they assess and describe their students and these are not addressed in widely promulgated advice about formative assessment. Questions are raised about how teachers might be supported to develop their assessment of subject-specific behaviour. (Contains 3 notes.)
Details
- Language :
- English
- ISSN :
- 0969-594X
- Volume :
- 13
- Issue :
- 3
- Database :
- ERIC
- Journal :
- Assessment in Education: Principles, Policy and Practice
- Publication Type :
- Academic Journal
- Accession number :
- EJ753275
- Document Type :
- Journal Articles<br />Reports - Evaluative