• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Journal of Mathematics Teacher Education >Teachers’ perceptions of assessments of their mathematical knowledge in a professional development course
【24h】

Teachers’ perceptions of assessments of their mathematical knowledge in a professional development course

机译：教师在专业发展课程中对数学知识的评估的看法

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The purpose of the project reported in this article was to evaluate how assessing teachers’ mathematical knowledge within a professional development course impacted from the teachers’ perspective their learning and their experience with the course. The professional development course consisted of a 2-week summer institute and the content focus was geometry. We had decided to assess the mathematical learning of the teachers during this professional development course for various accountability reasons, but were concerned about possible negative by-products of this decision on the teachers and their participation. Thus, we worked to design assessment in ways that we hoped would minimize negative impacts and maintain a supportive learning environment. In addition, we undertook this evaluation to examine the impacts of the assessment, which included homework, quizzes, various projects, and an examination for program evaluation. Seventeen grade 5–9 teachers enrolled in the course participated in the study by completing written reflections and by describing their experiences in interviews. We learned that while our original intent was “to do no harm,” the teachers reported that their learning was enhanced by the assessment. The article concludes by describing the various properties of the assessments that the teachers identified as contributing to their learning of the geometry content, many of which align with current recommendations for assessing and evaluating grade K-16 mathematics students.
机译：本文报道的项目的目的是评估从教师的角度来看，在专业发展课程中评估教师的数学知识如何影响他们的学习和经验。专业发展课程包括一个为期两周的暑期学院，内容重点是几何。我们出于各种问责原因，已决定在此专业发展课程中评估教师的数学学习能力，但对于此决定可能对教师及其参与产生的负面影响表示关注。因此，我们以希望将负面影响最小化并保持支持性学习环境的方式设计评估。此外，我们进行了此评估以检查评估的影响，包括作业，测验，各种项目以及对计划评估的审查。参加该课程的17位5-9年级老师通过完成书面反思并在访谈中描述他们的经历来参加了这项研究。我们了解到，虽然我们的初衷是“不伤害”，但老师们报告说，通过评估，他们的学习得到了加强。本文通过描述教师认为有助于他们学习几何内容的评估的各种属性来结束，其中许多评估与当前评估和评估K-16年级数学学生的建议保持一致。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号