Teachers’ Use of Descriptive Assessment in Primary School Mathematics Education in Iran
Datos Bibliográficos
| ID | 22045920 |
|---|---|
| Autores | Marja Van Den Heuvel-Panhuizen (0000-0002-3985-7576, Utrecht University, autor de correspondencia), Ali Akbar Sangari (Utrecht University, 3584 CS Utrecht, The Netherlands), Michiel Veldhuis (0000-0001-5940-039X, Utrecht University) |
| Año | 2021 |
| Volumen | 11 |
| Número | 3 |
| Páginas | 100 |
| Fecha de publicación | 2021-03-02 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Education Sciences (JOURNAL) |
| Identificadores de la revista | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Editorial | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci11030100 |
| OpenAlex | W3135479777 |
| Idioma | EN |
| Citas recibidas | 3 |
| Referencias citadas | 25 |
In many countries, assessment and curriculum reforms came into being in recent decades. In Iran, an important educational assessment reform took place called Descriptive Assessment (DA). In this reform, the focus of student assessment was moved from a more summative approach of providing grades and deciding about promotion to the next grade to a more formative approach of providing descriptive feedback aimed at improving student learning. In this study, we evaluated how seven fourth-grade mathematics teachers used the principles of DA. Data were collected by a questionnaire on assessment practices and beliefs, lesson observations, and interviews. Although the teachers varied in how they assess their students, in general their assessment practice is by and large in line with the DA guidelines. Nevertheless, in some respects we found differences. When assessing their students, the teachers essentially do not check the students’ strategies and when preparing the report cards, they still use final exams because they do not sufficiently trust the assessments methods suggested by DA. The guideline to use assessment results for adapting instruction is also not genuinely put into action. The article is concluded by discussing dilemmas the teachers may encounter when implementing DA
Alternative assessment · Curriculum · Descriptive statistics · Focus group · Formative assessment · Mathematics education · Medical education · Pedagogy · Political science · Sociology · Summative assessment · Educational Assessment and Improvement · Mathematics · Medicine · Psychology · Reflective Practices in Education · Student Assessment and Feedback
| Citas por año | 1,5 |
|---|---|
| Intervalo de citas | 2024 - 2026 (3) |
| Altamente citado | No |