Assessment of the Instructional Design Ability of Pre-service Mathematics Teachers in China

Abstract

The universities can obtain important references to improve the professional ability efficiently of undergraduates majoring in mathematics education by assessing the instructional design ability of pre-service mathematics teachers. However, there is a paucity of literature on the assessment of the instructional design ability of pre-service mathematics teachers in China. In this study, theoretical analysis is used as a research method, and providing an referenced assessment method on the instructional design ability of Chinese pre-service mathematics teachers is the main purpose. Through analyzing the relevant definition and theories, we found that the speed and quality of completing instructional design can be deemed as the core of assessing the instructional design ability, and the critical point of assessing the quality of instructional design is whether instructional design can achieve the teaching objectives or not. Based on the above analysis results, we proposed an assessment method including the examination way of the instructional design ability of pre-service mathematics teachers in China, examination questions, scoring raters, and scoring criteria. This study can provide a reference for further in-depth studies of the instructional design ability of pre-service mathematics teachers in China.