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Formative Assessment and Mathematics Education: the Perspective of In-Service Mathematics Teachers

Artigo2022

Alejandra Balbi ORCID; Micaela Bonilla ORCID; María Alejandra Otamendi ORCID; Karina Curione ORCID; Pablo Beltrán–Pellicer ORCID

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Resumo

Background: Although there is consensus on the favourable impact of formative assessment (FA) on learning, it is unclear to what extent general FA strategies are directly applicable to the specific field of mathematics education. Objective: Study the relevance of a questionnaire which describes 26 FA practices supported by Wiliam’s model in the particular context of mathematics education. Design: Mixed, the frequency and feasibility are consulted through a questionnaire and in-depth interviews. Participants : Thirty in-service mathematics teachers answered the survey and of ten invited, three agreed to be interviewed. Data analysis : We carried out a descriptive analysis for quantitative data and qualitative thematic analysis. Results : The strategies of collecting evidence, feedback, collaboration, and self-regulated involvement in learning are viable and frequent in mathematics education, however, the strategy of clarifying and sharing goals requires adaptation to the context. In addition, nine novel FA practices are described. The implementation of formative assessment creates tensions with the summative function, it is laborious to implement and consequently takes time outside the classroom. Conclusion : We identified that FA practices are frequent and feasible to implement. Clarifying and sharing goals requires the adequacy of the mathematical context.

Dados da obra

Tipo
Artigo
Periódico
Acta Scientiae, v. 24, n. 6, p. 236-269
Ano
2022 (2022-11-21)
Idioma
en
Palavras-chave
formative assessment; mathematics education; in-service mathematics teachers; teacher perceptions; assessment practices; feedback; student self-regulation; goal setting; summative assessment
Temas
Avaliação
DOI
10.17648/acta.scientiae.7043
ISSN
1517-4492, 2178-7727
Licença
cc-by
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
BALBI, Alejandra et al.. Formative Assessment and Mathematics Education: the Perspective of In-Service Mathematics Teachers. Acta Scientiae, v. 24, n. 6, p. 236-269, 2022. DOI: https://doi.org/10.17648/acta.scientiae.7043.

APA

Balbi, A., Bonilla, M., Otamendi, M. A., Curione, K., & Beltrán–Pellicer, P. (2022). Formative Assessment and Mathematics Education: the Perspective of In-Service Mathematics Teachers. Acta Scientiae, 24(6), 236-269. https://doi.org/10.17648/acta.scientiae.7043

BibTeX
@article{balbi2022,
  author = {Balbi, Alejandra and Bonilla, Micaela and Otamendi, María Alejandra and Curione, Karina and Beltrán–Pellicer, Pablo},
  title = {Formative Assessment and Mathematics Education: the Perspective of In-Service Mathematics Teachers},
  year = {2022},
  journal = {Acta Scientiae},
  volume = {24},
  number = {6},
  pages = {236-269},
  doi = {10.17648/acta.scientiae.7043},
  language = {en}
}
RIS
TY  - JOUR
AU  - Balbi, Alejandra
AU  - Bonilla, Micaela
AU  - Otamendi, María Alejandra
AU  - Curione, Karina
AU  - Beltrán–Pellicer, Pablo
TI  - Formative Assessment and Mathematics Education: the Perspective of In-Service Mathematics Teachers
PY  - 2022
JO  - Acta Scientiae
VL  - 24
IS  - 6
SP  - 236
EP  - 269
DO  - 10.17648/acta.scientiae.7043
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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