Details

Autor(en) / Beteiligte

• Buchholtz, Nils Frederik
• Krosanke, Nadine
• Orschulik, Anna B.
• Vorhölter, Katrin

Titel

Combining and integrating formative and summative assessment in mathematics teacher education

Ist Teil von

• ZDM, 2018-08, Vol.50 (4), p.715-728

Ort / Verlag

Berlin/Heidelberg: Springer Berlin Heidelberg

Erscheinungsjahr

2018

Link zum Volltext

Quelle

SpringerLink (Online service)

Beschreibungen/Notizen

• 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.