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Formative assessment: and the component of adjusted teacher instruction
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.ORCID iD: 0000-0002-8738-8639
2017 (English)In: Proceeding of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10) / [ed] Dooley, T Gueudet, G, Dublin: DCU Institute of Education and ERME , 2017, p. 3419-3426Conference paper, Published paper (Refereed)
Abstract [en]

This theoretical paper is based on an empirical study where the framework of formative assessment by Wiliam and Thompson was used to analyze teachers' use of formative assessment in their mathematics classroom practice. The paper argues for treating a component named Adjusted Teacher Instruction (ATI) as a key strategy in complement to the five key strategies in the original framework. ATI is a significant component in formative assessment, but also particularly challenging for teachers to implement in their classroom practice. Treating ATI as a key strategy could facilitate the analysis of teachers' use of formative assessment activities and enhance the understandings about what kind of ATIs are most useful for whom under what conditions. Extended understandings about effective formative assessment activities are important in decisions about what formative assessment to include in teacher education and in-service training for teachers.

Place, publisher, year, edition, pages
Dublin: DCU Institute of Education and ERME , 2017. p. 3419-3426
Keywords [en]
Formative assessment, assessment for learning, mathematics, instruction
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:umu:diva-163255ISI: 000467053304053ISBN: 978-1-873769-73-7 (print)OAI: oai:DiVA.org:umu-163255DiVA, id: diva2:1352594
Conference
10th Congress of European Research in Mathematics Education, Dublin, February 1-5, 2017
Available from: 2019-09-19 Created: 2019-09-19 Last updated: 2019-09-19Bibliographically approved

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Andersson, Catarina
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CiteExportLink to record
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