Abstract
In this paper, we describe four studies that have been done in the project Improving Classroom Assessment in China (ICA-C). The project was a sequel to the ICA project in the Netherlands. To shed light on the current situation of Chinese primary school mathematics teachers’ perception and practice of classroom assessment, we first did a review study based on teacher-written papers addressing classroom assessment. Then a large-scale questionnaire survey was conducted by means of which we could identify different assessment profiles of teachers. With the gained knowledge, two other studies were set up to explore the possibility for improving Chinese primary school mathematics teachers’ assessment activities, with a particular focus on using classroom assessment techniques in the domain of division and multiplication.
Highlights
RESUMO Neste artigo, descrevemos quatro estudos que foram feitos no projeto Improving Classroom Assessment in China (ICA-C)
In this paper, we describe four studies that have been done in the project Improving Classroom Assessment in China (ICA-C)
To shed light on the current situation of Chinese primary school mathematics teachers’ perception and practice of classroom assessment, we first did a review study based on teacher-written papers addressing classroom assessment
Summary
RESUMO Neste artigo, descrevemos quatro estudos que foram feitos no projeto Improving Classroom Assessment in China (ICA-C). Two other studies were set up to explore the possibility for improving Chinese primary school mathematics teachers’ assessment activities, with a particular focus on using classroom assessment techniques in the domain of division and multiplication.
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