engleski

Prospective Primary School Teachers’ Work in Continuous Online Assessments in the Course of Didactics of Mathematics

The goal of this study was to examine students’ work in online assessments to gain more understanding for designing continuous assessments in blended learning environment for prospective primary school teachers. The study took place during emergency remote teaching due to the COVID-19 pandemic. Course work for prospective primary school teachers in the didactics of mathematics course included continuous, obligatory, non-graded, online assessments. We performed a qualitative, content analysis of their answers. Their work was examined regarding the content knowledge and requirements in the questions, based on the categories of Subject Matter Knowledge and Mathematical Assessment Task Hierarchy taxonomy. The results showed that students’ study approach was strategic, relying heavily on peer support. Their work differed concerning the content and requirements in the questions. Students were more engaged in questions that required creating examples, discussing definitions and properties, and solving contextual problems. Questions related to horizontal content knowledge were most challenging for students. We discussed how the results of our study can affect the design of continuous assessment in a blended learning environment for prospective primary school teachers.

analiza sadržaja ; kontinuirano vrednovanje ; MATH taksonomija ; matematičko znanje ; pristupi učenju

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