Assessment in Mathematics: A Study on Teachers' Practices in Times of Pandemic

Autor/inn/en	Cusi, Annalisa; Schacht, Florian; Aldon, Gilles; Swidan, Osama
Titel	Assessment in Mathematics: A Study on Teachers' Practices in Times of Pandemic
Quelle	In: ZDM: Mathematics Education, 55 (2023) 1, S.221-233 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cusi, Annalisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-022-01395-x
Schlagwörter	Mathematics Instruction; School Closing; COVID-19; Pandemics; Faculty Development; Distance Education; Student Evaluation; Teacher Attitudes; Barriers; Technological Literacy; Pedagogical Content Knowledge; Cross Cultural Studies; Evaluation Methods; Foreign Countries; France; Germany; Israel; Italy + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Schulnote; Studentische Bewertung; Lehrerverhalten; Technisches Wissen; Pädagogische Kompetenz; Cultural comparison; Kulturvergleich; Ausland; Frankreich; Deutschland; Italien
Abstract	Lockdowns imposed by many countries on their populations at the beginning of the COVID-19 crisis forced teachers to adapt quickly and without adequate preparation to distance teaching. In this paper, we focus on one of the most formidable challenges that teachers faced during the lockdowns and even in the post-lockdown emergency period, namely, developing assessment that maintains the pedagogical continuity that educational institutions typically require. Based on the results of a previous study, focused on the analysis of answers to an open-ended questionnaire administered to a population of 700 teachers from France, Germany, Israel and Italy, a semi-structured interview series was designed and implemented by the authors of this paper with a small group of teachers. The transcripts of these interviews were analysed according to the interpretative phenomenological analysis methodology, with the aim of investigating teachers' own perspectives on the following: (a) the difficulties with which they had to contend, with respect to the question of assessment; (b) the techniques adopted to deal with these difficulties; and (c) the ways in which the lockdown experience could affect the future evolution of teachers' assessment practices. This analysis supported us in formulating hypotheses concerning the possible long-term effects of lockdown on modes of assessment in mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01