Professional competencies of (prospective) mathematics teachers—cognitive versus situated approaches

Kaiser, Gabriele; Blömeke, Sigrid; König, Johannes; Busse, Andreas; Döhrmann, Martina; Hoth, Jessica

doi:10.1007/s10649-016-9713-8

Cited by 158 publications

(142 citation statements)

References 30 publications

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“…Since this model implies a rather holistic view of competence, Blömeke et al (2015, p. 8ff) also point to the challenges of an appropriate assessment: Pure cognitive-analytical approaches might lack validity because relevant parts of the measured constructs can be underrepresented, and pure performance-based assessments might neglect the contribution of dispositional resources. Assuming that "the whole is greater than its parts" (p. 9), Kaiser et al (2017) recommend working with a broader range of combined and situated assessment formats that are able to cover processes mediating the transformation of dispositions into performance. We agree that accurately and reliably measuring teaching competence requires a mixture of SA and FA assessment.…”

Section: Theoretical Considerations On Using Mixed-assessment Approachesmentioning

confidence: 99%

Combining and integrating formative and summative assessment in mathematics teacher education

Buchholtz

Krosanke

Orschulik

et al. 2018

ZDM Mathematics Education

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Contrary to the opinion that formative and summative assessment approaches are not compatible, this article presents a theoretically grounded way in which different forms of assessment can be combined and integrated in university mathematics teacher education. Two mixed-assessment approaches are demonstrated through the analysis of a case study involving a practice-based seminar accompanying a school internship. First, a formative eportfolio assessment was combined with a summative panel survey to assess the learning opportunities of mathematics pre-service teachers. Second, the formative eportfolio approach was integrated with a summative oral course examination to make statements about the learning processes and learning outcomes of the pre-service teachers. Our analyses conclude that combining and integrating the two forms of assessment present the possibility of evaluating different aspects of the pre-service teachers' perceptions of opportunities to learn. Benefits, validation aspects and limitations of the two approaches of combining and integrating assessment forms are discussed.

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Section: Theoretical Considerations On Using Mixed-assessment Approachesmentioning

confidence: 99%

Combining and integrating formative and summative assessment in mathematics teacher education

Buchholtz

Krosanke

Orschulik

et al. 2018

ZDM Mathematics Education

View full text Add to dashboard Cite

show abstract

“…Many of the unresolved issues that have emerged over the past decade (e.g. Black and Wiliam 2005;Kaiser et al 2017;Niss 2007;Suurtaam et al 2016) still remain unanswered. These debates about the methodological and technical issues connected to assessment design and implementation are concerned with not only what we assess but also how we assess and what conclusions we can draw from our assessments.…”

Section: Introductionmentioning

confidence: 99%

Assessment in mathematics education: responding to issues regarding methodology, policy, and equity

Nortvedt

Buchholtz

2018

ZDM Mathematics Education

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In educational contexts, assessments may be designed to target students, preservice teachers, or teachers, either as individuals or as representatives of a group, and for a multitude of purposes. One key aim of assessment in mathematics education is to provide evidence that can be used to make decisions about or improve mathematics education, which then raises questions about which aspects of mathematical competence should be assessed-as well as how and for what purpose. This review paper addresses three related themes: (1) issues related to the assessment process and to the development of assessments that can validly assess mathematical competence in all its complexity; (2) issues related to educational policy and policy-making based on assessment data, in particular the reciprocal relationship between assessment and policy; and (3) issues related to equity, such as gender issues or the achievement gap between majority and minority students. Awareness of the relation between assessment, teaching, and learning is shown throughout the paper. Strong relationships between the three focus areas are found, that impact assessment validity and call for further development of assessment practices in mathematics education.

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“…Selected central results of TEDS-FU are summarised in the following section. A detailed comparison of the cognitive approach in TEDS-M and the situated approach of TEDS-FU together with summarised results of both studies can be found in Kaiser et al (2017).…”

Section: Conceptualisation and Assessment Of Mathematics Teachers' Prmentioning

confidence: 99%

Professional Development of Mathematics Teachers

Kaur¹,

Kwon²,

Leong³

2017

Mathematics Education – An Asian Perspective

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Professional competencies of (prospective) mathematics teachers—cognitive versus situated approaches

Cited by 158 publications

References 30 publications

Combining and integrating formative and summative assessment in mathematics teacher education

Combining and integrating formative and summative assessment in mathematics teacher education

Assessment in mathematics education: responding to issues regarding methodology, policy, and equity

Professional Development of Mathematics Teachers

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