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Enhancing Formative Assessment Practice and Encouraging Middle School Mathematics Engagement and Persistence

机译：加强形成性评估实践并鼓励中学数学的参与度和持久性

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摘要

In the transition to middle school, and during the middle school years, students' motivation for mathematics tends to decline from what it was during elementary school. Formative assessment strategies in mathematics can help support motivation by building confidence for challenging tasks. In this study, the authors developed and piloted a professional development program, Learning to Use Formative Assessment in Mathematics with the Assessment Work Sample Method (A WSM) to build middle school math teachers' understanding of the characteristics of high-quality formative assessment processes and increases their ability to use them in their classrooms. AWSM proved to be feasible to implement in the middle school setting. It improved teachers' practice of formative assessment, especially in their feedback practices, regardless of their pedagogical content knowledge at entry. Results from focus groups suggested that teachers were better able to implement ungraded practice and student self- and peer-assessment after A WSM, and that students were more willing to engage in complex problem solving.
机译：在过渡到中学期间和中学时期，学生的数学动机往往比小学时期有所下降。数学中的形成性评估策略可以通过建立挑战性任务的信心来帮助支持动力。在这项研究中，作者制定并试行了一个专业发展计划，即“通过评估工作样本方法（A WSM）学习在数学中使用形成性评估”，以建立中学数学教师对高质量形成性评估过程的特点的理解，以及提高了他们在教室中使用它们的能力。事实证明，AWSM在中学环境中实施是可行的。无论入职时的教学内容知识如何，它都能改善教师的形成性评估实践，尤其是反馈反馈实践。焦点小组的结果表明，教师在参加A WSM后能够更好地实施不定级的练习以及学生的自我评估和同伴评估，并且学生更愿意参与复杂的问题解决。

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