Formative Assessment in Inquiry-Based Elementary Mathematics

Abstract

The chapter presents findings related to Czech teachers' and pupils' difficulties with, opinions on, and needs associated with formative assessment, namely, peer assessment, in inquiry-based lessons. The research was conducted within the EU-funded Assess Inquiry in Science, Technology, and Mathematics Education project (ASSIST-ME). Six teachers of primary mathematics worked with researchers on inquiry tasks and methods of peer assessment and implemented them in their classrooms. The paper focuses mainly on (a) the interplay of teachers' intentions, subject matter, and learners in inquiry; (b) the teachers' role in supporting learning via (formative) assessment; and (c) the pupils' role in their own learning and the learning of peers. Significant phenomena in implementation of assessment were identified, namely, the importance of formulation of learning objectives; pupils' ability to decide about the correctness, identify the mistakes, and give supporting feedback to their peers; possible (and needed) support; and insti-tutionalization of knowledge.