Pre-service teachers' assessment competence for grading students’ solutions of mathematical modelling problems

Datos Bibliográficos

ID12083333
AutoresRita Borromeo Ferri (0000-0001-8223-3729, University of Kassel), Gilbert Greefrath (0000-0002-8322-5111, University of Münster, autor de correspondencia)
Año2025
Volumen169
Páginas105281-105281
Fecha de publicación2025-10-30
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaTeaching and Teacher Education (JOURNAL)
Identificadores de la revistaISSN: 0742-051X • E-ISSN: 1879-2480
EditorialElsevier BV (PUBLISHER)
DOI10.1016/j.tate.2025.105281
OpenAlexW4415768501
IdiomaEN
Referencias citadas14

This study investigates assessment competence in mathematical modelling among pre-service teachers. 33 participants from the University of Kassel (Germany) were divided into experimental and control groups, with the former receiving training on a specific assessment scheme. Post-training results showed significant improvement in the experimental group's ability to evaluate solutions to modelling tasks, unlike the control group. The findings suggest that targeted assessment training enhances pre-service teachers' assessment competence in mathematical modelling, underscoring the importance of integrating structured assessment frameworks into teacher education programs for better handling of diverse student responses in mathematical contexts. • Conducting an empirical study to promote the assessment competence of pre-service mathematics teachers. • Possibility of measuring assessment competence for mathematical modelling. • Targeted training with the help of an assessment scheme to improve assessment competence

Competence (human resources · Competency assessment · Evaluation methods · Grading (engineering · Mathematical model · Standards-based assessment · Innovative Teaching and Learning Methods · Mathematics Education and Teaching Techniques · Student Assessment and Feedback

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