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\u0410\u0443\u0442\u043e\u0440\/Authors: \u0420\u0430\u0434\u0430 \u041c. \u0428\u045b\u0435\u043f\u0430\u043d\u043e\u0432\u0438\u045b, \u0408\u0430\u0441\u043c\u0438\u043d\u0430 \u0412. \u041c\u0438\u043b\u0438\u043d\u043a\u043e\u0432\u0438\u045b<\/p>\n

DOI: 10.5937\/ZRPFU2123127S<\/a><\/span>
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\u0423\u0414\u041a: 37.091.3::51<\/p>\n


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FORMATIVE ASSESSMENT OF ACHIEVEMENTS IN MATHEMATICS AND SELECTION OF TASKS<\/p>\n

Abstract: The evaluation of mathematical knowledge is based on multiple sources of information. In modern teaching practice, a special place has a formative evaluation of mathematical achievements of students as an integral part of teaching that supports learning and provides useful information to teachers and students. The paper is dedicated to the analysis of innovative evaluation techniques in mathematics teaching that reflect the changed paradigm of mathematics education. The aim of this paper is to explore the features and implications of authentic evaluation techniques and, accordingly, to make the choice of tasks as evaluation instruments. Using the method of theoretical analysis of research results of authentic methods for assessing mathematical knowledge, skills and attitudes, we determine the criteria for selecting tasks for evaluating students’                            mathematical achievements (focus on in-depth and extended application of existing knowledge in different contexts, multiple solutions, research possibilities). The discourse is then directed towards considering the originality of the task evaluation criteria. In the final considerations, we point out that the selection of mathematical tasks creates an opportunity to apply a wide range of authentic techniques in evaluating students ‘mathematical achievements, and broader and deeper plans the further course of teaching in students’ cognitive and motivational development. We point out that by choosing      mathematical tasks, it creates an opportunity to apply a wide range of authentic techniques in evaluating students’ mathematical achievements, and broader and deeper plans the further course of teaching in the cognitive and motivational development of students.<\/p>\n

Keywords: diagnostic evaluation, evaluation criteria, evaluation techniques, evaluation instruments, mathematical task.<\/p>\n

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\u041b\u0438\u0442\u0435\u0440\u0430\u0442\u0443\u0440\u0430\/References<\/span>:<\/span><\/p>\n

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Bisson, M. J., Gilmore, C., Inglis, M. & Jones, I. (2016). Measuring conceptual understanding using comparative judgement. International Journal of Research in Undergraduate Mathematics Education, 2(2), 141\u2212164.<\/p>\n

Black, P. & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy and Practise, 5(1), 7\u221274.<\/p>\n

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Chanudet, \u041c. (2017). Teachers\u2019 formative assessment practices: The case of an IBME-centered course. In T. Dooley and G. Gueudet (eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education; CERME10 (3436\u20133444), February 1\u20135, 2017, Dublin, Ireland: DCU Institute of Education and ERME.<\/p>\n

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Jones, I. & Inglis, M. (2015). The problem of assessing problem solving: can comparative judgement help?. Educational Studies in Mathematics, 89, 337\u2013355.<\/p>\n

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Milinkovi\u0107, J. (2015\u0430). Postavljanje problema \u2013 nova oblast u metodici nastave matematike. U J. Milinkovi\u0107 i B. Trebje\u0161anin (ur.): Implementacija inovacija u obrazovanju i vaspitanju \u2013 izazovi i dileme (561\u2013571). Beograd: U\u010diteljski fakultet.<\/p>\n

Pe\u0161ikan, A. (2015). \u0160kolski zadaci za efikasno u\u010denje. U S. Marinkovi\u0107 i J. Stamatovi\u0107  (ur.):  Nastava i u\u010denje \u2013 evaluacija vaspitno-obrazovnog rada (13\u201328). U\u017eice: U\u010diteljski fakultet.<\/p>\n

Pilet, \u0408. & Horoks, \u0408. (2017). Assessment in mathematics as a lever to promote students\u2019 learning and teachers\u2019 professional development. In T. Dooley and G. Gueudet (eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education; CERME10 (3572\u20133579), February 1\u20135, 2017, Dublin. Ireland: DCU Institute of Education and ERME.<\/p>\n

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\u0160pijunovi\u0107, K. & Mari\u010di\u0107, S. (2015). Ocenjivanje u po\u010detnoj nastavi matematike usmereno na razvoj i napredovanje u\u010denika. U S. Marinkovi\u0107 i J. Stamatovi\u0107 (ur.). Nastava i u\u010denje \u2013 evaluacija vaspitno-obrazovnog rada (347\u2013356). U\u017eice: U\u010diteljski fakultet.<\/p>\n

Zhao, X., Heuvel-Panhuizen, M. & Veldhuis, M. (2017). Using classroom assessment techniques in Chinese primary schools: Effects on student achievement. In T. Dooley and G. Gueudet (eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education; CERME10 (3604\u20133612), February 1\u20135, 2017, Dublin. Ireland: DCU Institute of Education and ERME.<\/p>\n

Wiliam, D. (2011). What is assessment for learning?. Studies in Educational Evaluation. 37(1), 3\u201314. DOI 10.1016\/j.stueduc.2011.03.00<\/a>1.<\/p>\n

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