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Primary School Teachers’ Assessment Profiles in Mathematics Education

机译：数学教育中小学教师的评估概况

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The aim of this study was to contribute to knowledge about classroom assessment by identifying profiles of teachers’ assessment of their students’ understanding of mathematics. For carrying out this study we used data of a nationwide teacher survey (N = 960) in the Netherlands. The data were collected by an online questionnaire. Through exploratory factor analyses the underlying structure of what is measured by this questionnaire was uncovered as consisting of five factors: Goal centeredness of assessment, Authentic nature of assessment, Perceived usefulness of assessment, Diversity of assessment problem format, and Allocated importance of assessing skills and knowledge. By using a latent class analysis four different assessment profiles of teachers were identified: Enthusiastic assessors, Mainstream assessors, Non-enthusiastic assessors, and Alternative assessors. The findings suggest that teachers with particular assessment profiles have qualitatively different assessment practices. The paper concludes with discussing theoretical implications of these assessment profiles and indications these profiles can offer both for designing material for professional development in classroom assessment and for evaluating changes in teachers’ classroom assessment practice.

机译：这项研究的目的是通过确定教师对学生对数学理解的评估概况，为有关课堂评估的知识做出贡献。为了进行这项研究，我们使用了荷兰全国教师调查的数据（N = 960）。数据通过在线调查表收集。通过探索性因素分析，发现该问卷调查内容的基本结构由五个因素组成：评估的目标中心性，评估的真实性，评估的感知有用性，评估问题格式的多样性以及评估技能和能力的分配重要性知识。通过使用潜在的课堂分析，确定了四种不同的教师评估方式：热情评估者，主流评估者，非热情评估者和替代评估者。调查结果表明，具有特定评估配置文件的教师在质量上有不同的评估做法。本文最后讨论了这些评估资料的理论含义，并指出这些资料可为设计课堂评估专业发展的材料以及评估教师课堂评估实践的变化提供信息。

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Michiel Veldhuis; Marja van den Heuvel-Panhuizen;
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年(卷),期 -1(9),1
年度 -1
页码 e86817
总页数 11
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专利

1. Supporting primary school teachers' classroom assessment in mathematics education: effects on student achievement [J] . Veldhuis Michiel, van den Heuvel-panhuizen Marja Mathematics education research journal . 2020,第3期

机译：在数学教育中支持小学教师课堂评估：对学生成就的影响
2. Supporting primary school teachers' classroom assessment in mathematics education: effects on student achievement (vol 32, pg 449, 2020) [J] . Veldhuis Michiel, van den Heuvel-panhuizen Marja Mathematics education research journal . 2020,第3期

机译：在数学教育中支持小学教师课堂评估：对学生成就的影响（第32卷，PG 449,2020）
3. Teachers’ use of classroom assessment techniques in primary mathematics education—an explorative study with six Chinese teachers [J] . Xiaoyan Zhao, Marja Van den Heuvel-Panhuizen, Michiel Veldhuis International Journal of STEM Education . 2016,第1期

机译：教师在初等数学教育中使用课堂评估技术—对六位中文老师的探索性研究
4. On the Practice and Research of Continuing Education for Mathematics Teachers in Primary and Secondary Schools Based on Lesson with Heterogeneous [C] . Hongying Luo International Conference on Education, E-learning and Management Technology . 2019

机译：基于异构课的中小学数学教师持续教育的实践与研究
5. Secondary mathematics teacher inservice education: A profile of activities among selected secondary schools of Pennsylvania. [D] . Neff, Richard Harold. 1989

机译：中学数学教师的在职教育：宾夕法尼亚州部分中学的活动概况。
6. Interaction Effects of Disruptive Behaviour and Motivation Profiles with Teacher Competence and School Satisfaction in Secondary School Physical Education [O] . Antonio Granero-Gallegos, Manuel Gómez-López, Antonio Baena-Extremera, 2020

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Primary School Teachers’ Assessment Profiles in Mathematics Education

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