We discuss a distance teaching-learning approach, developed within two courses for prospective mathematics teachers, exploiting digital technologies to activate formative assessment practices. In particular, we analyse excerpts, from synchronous and asynchronous activities within the courses, to highlight the formative assessment processes that were activated, the feedback provided by prospective teachers to each other and their meta-reflections that testify learning in the domain of teacher education.
PROMOTING FORMATIVE ASSESSMENT IN MATHEMATICS TEACHER EDUCATION: AN EXPERIENCE OF DISTANCE TEACHING / Cusi, Annalisa; Morselli, Francesca; Ilaria Telloni, Agnese. - (2020), pp. 288-294. (Intervento presentato al convegno 17th International Conference on Cognition and exploratory learning in the digital age (CELDA 2020) tenutosi a The conference was held online).
PROMOTING FORMATIVE ASSESSMENT IN MATHEMATICS TEACHER EDUCATION: AN EXPERIENCE OF DISTANCE TEACHING
Annalisa Cusi
;
2020
Abstract
We discuss a distance teaching-learning approach, developed within two courses for prospective mathematics teachers, exploiting digital technologies to activate formative assessment practices. In particular, we analyse excerpts, from synchronous and asynchronous activities within the courses, to highlight the formative assessment processes that were activated, the feedback provided by prospective teachers to each other and their meta-reflections that testify learning in the domain of teacher education.| File | Dimensione | Formato | |
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