Combining and integrating formative and summative assessment in mathematics teacher education

Abstract

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.

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

“…High-quality formative and summative assessments, including multiple modes such as computer-based assessment, offer students a range of opportunities to demonstrate their mathematical knowledge (National Council of Teachers of Mathematics 2016). Buchholtz et al (2018) discuss how an approach that integrates summative and formative assessment formats in mathematics teacher education might contribute to the preservice teachers' opportunities to learn in a German teacher education programme. All assessments were administered to a group of preservice teachers participating in a school practice course.…”

“…Much research and development remains to be done before equity issues in assessment in mathematics education can be properly dealt with. To better target assessments to individual levels of performance, we need more richness and variety in assessment formats (Leder and Forgasz 2018;Buchholtz et al 2018). Not only culture and language need to be taken into consideration but also how students respond to feedback (Heritage and Wylie 2018;Fujita et al 2018;Semana and Santos 2018).…”

The formation of students’ self-organisation and self-assessment skills in a competitive foreign learning environment: Case study

“…На решение некоторых из вышеперечисленных проблем, по мнению норвежских и немецких исследователей, направлено развитие критериального оценивания в концепции компетентностного подхода к обучению [38], а внедрение в университете Финляндии механизмов самооценивания стимулирует активное обучение студентов [39]. Однако наибольшей результативности позволяет достичь взаимное дополнение формирующих и суммирующих целей оценки.…”

Impacto de Tres Modelos de Enseñanza de la Asignatura Botánica General sobre el Rendimiento Académico de los Estudiantes

“…En cambio, en la evaluación formativa, el estudiante se considera un sujeto en constante desarrollo al que se le hace un seguimiento paulatino y continuo de su aprendizaje durante el período de duración de la asignatura, el cual tiene carácter inclusivo y es mejorable en el tiempo (Black y Wiliam, 2018). La evaluación formativa es complementaria a la evaluación sumativa, que determina el dominio y la calidad del conocimiento del estudiante de un conjunto de temas (Buchholtz et al, 2018). Esto exige efectuar cambios en el sistema de evaluación de los estudiantes del método tradicional a la evaluación formativa, correlacionada directamente con la preparación integral de nuestros discípulos para la ciudadanía (Guerrero et al, 2017).…”