Môže sa učiteľ matematiky naučiť kvalitne formatívne hodnotiť?
Abstrakt
Formatívne hodnotenie je benefitom pre žiacke učenie. Preto má zmysel uvažovať o jeho kvalite ako takej a o kvalite formatívneho hodnotenia, ktoré poskytuje konkrétny učiteľ. V článku predstavujeme rubriky na meranie kvality formatívneho hodnotenia a krátky výskum zameraný na možnosti rastu učiteľov v tejto oblasti pomocou spomínaných rubrík. Tento výskum a jeho závery by mohli podnietiť učiteľov k sebareflexii nad formatívnym hodnotením, ktoré poskytujú svojim žiakom.
Reference
Anderman, E.M. & Dawson, H. (2011). Learning with motivation. In Handbook of Research on Learning and Instruction. New York : Routledge.
Black, P. & Wiliam, D. (1998). Inside the Black Box: Raising Standards through Classroom Assessment. Phi Delta Kappan, 80(2), 139-148.
Black, P. & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Pracice. 2006, 5(1), 7-74. Dostupné z: http://dx.doi.org/10.1080/0969595980050102
Clariana, R.B., Wagner, D. & Roher Murphy, L.C. (2000). Applying a Connectionist Description of Feedback Timing. Educational Technology Research and Development. 48 (3), 5-21. Dostupné na z: http://www.jstor.org/stable/30220265
Harlen, W. & James, M. (1997). Assessment and Learning: differences and relationships between summative and formative assessment. Assessment in Education: Principles, Policy & Practice. 4(3), 365 – 379. Dostupné z: http://dx.doi.org/10.1080/0969594970040304
Hattie, J. & Timperley, H. (2007). The Power of Feedback. In Review of Educational Research. 77(1), 81–112. Dostupné z: http://rer.sagepub.com/content/77/1/81.long
Hubeňáková, V. & Šveda, D. (2013). Beliefs of teachers of mathematics about teaching in a constructivst way. Proceedings of the 10th International Conference on Hands-on Science. Costa MF, Dorrío BV, Kireš M (Eds.); 2013, 1-5 July; Pavol Jozef Šafárik University, Košice, Slovakia. 2013. p.36-41.
Chappuis, J., Stiggins, R., Chappuis, S. & Arter, J. (2012). Classroom Assessment for Student Learning: Doing it Right, Using it Well (2nd Ed). Upper Saddle River, NJ: Pearson Education, Inc.
Chen, C. at al. (2012). Eighth grade mathematics teachers’ formative assessment practices in SES-different classrooms: a Taiwan study. International Journal of Science and Mathematics Education. 10(3), 553-579. Dostupné z: http://link.springer.com/article/10.1007%2Fs10763-011-9299-7
Shepard, L.A. (2000). The Role of Assessment in a Learning Culture. Educational researcher. 29 (7), 4-14. Dostupné z: http://edr.sagepub.com/content/29/7/4.full.pdf+html
Swan, M. & Burkhardt, H. (2012). A Designer Speaks: Designing Assessment of Performance in Mathematics. Journal of the international society for design and development in education. 2(5), Dostupné na internete: http://www.educationaldesigner.org/ed/volume2/issue5/article19
Stehlíková, N. (2007). Náměty na podnětné vyučování v matematice. Praha: Univerzita Karlova v Praze, Pedagogická fakulta.
Thomson, R. & Mabey, C. (1994). Developing Human Resources. 1. vyd. Oxford: Butterworth-Heinemann Ltd.
Wiggins, G. (1998). Educative Assessment: Designing Assessments to Inform and Improve Student Performance. San Francisco, CA: 1998. Jossey-Bass.
Wiliam, D. (2007). Keeping learning on track: Classroom Assessment and the Regulation of Learning. In F. K. Lester, Jr. (Ed.), Second Handbook of Research on Mathematics Teaching and Learning (1053 – 1098). Charlotte, NC: Information Age Publishing Inc.
