FAME 2024: FEEDBACK & ASSESSMENT IN MATHEMATICS EDUCATION

A
Andersson, Catarina	A mathematics teacher’s implementation of formative assessment: Overcoming obstacles with adaptive professional development support
Arvidsson, Kristoffer	The role of elicitation in formative assessment
Asenova, Miglena	Enhancing Teacher Training in Mathematics Education: A Model for a Semiotic Approach to Feedback and Interpretative Knowledge
Ayalon, Michal	Giving and receiving feedback on mathematics tasks: Insights gleaned from exploring teachers' and students' perspectives
Ayoob, Hassan	Exploring metrics: elementary mathematics teachers' evaluation of digital geometry assessment activities
B
Barzel, Bärbel	Professionalising teachers with a digital formative assessment tool: a case study of the SMART tests From automatic diagnosis to lesson plannings: how teachers use elements of a digital formative assessment tool
Basendowski, Sven	Contextuality of Application Tasks in Large-Scale Summative Assess-ments at Lower Competence Levels for Lower Secondary Education
Bos, Rogier	Exploring instrumental orchestration practices in the context of formative assessment with technology Assessment through mathematical problem-posing Students’ experiences with automated final answer diagnoses for mathematics tasks
Boscolo, Alessandra	Designing with the Teaching for Robust Understanding framework: indicators for the activation and realization of formative assessment strategies
Bozkurt, Ali	Evaluating the reliability of a framework for mathematical activities using generalizability theory
Brown, Gavin	Effects of a teacher professional development program in formative assessment on teachers’ conceptions of feedback and assessment and their self-reported feedback practices
Burgmanis, Ģirts	Development and validation of a three-dimensional framework for classification of authentic tasks in mathematics
C
Chen, Min	Exploring instrumental orchestration practices in the context of formative assessment with technology
Crisan, Cosette	Assessment of students’ learning mathematics with technology using video-based activities in an online course
Cusi, Annalisa	Expert design and implementation of effective classroom discussions for formative assessment
D
De Haro Calderón, Carolina	Design of tasks for assessing Diophantine equations on the new Mexican School
Del Zozzo, Agnese	Enhancing Teacher Training in Mathematics Education: A Model for a Semiotic Approach to Feedback and Interpretative Knowledge
Diego-Mantecón, Jose Manuel	Elaborated feedback for interpreting graphs in Secondary Education
Dikarou, Angeliki	Enacting assessment accommodations in an inclusive formative practice: The case of color-coding
Dilling, Frederik	Large language models as formative assessment and feedback tools? – A systematic report
Doorman, Michiel	Exploring instrumental orchestration practices in the context of formative assessment with technology
Drijvers, Paul	Exploring instrumental orchestration practices in the context of formative assessment with technology Students’ experiences with automated final answer diagnoses for mathematics tasks
E
Eumann, Anica	From automatic diagnosis to lesson plannings: how teachers use elements of a digital formative assessment tool
F
Fleischmann, Yael	Peer assessment in an undergraduate geometry course: Fostering proof competency in teacher students
France, Ilze	Development and validation of a three-dimensional framework for classification of authentic tasks in mathematics
G
Garzetti, Marzia	Enhancing Teacher Training in Mathematics Education: A Model for a Semiotic Approach to Feedback and Interpretative Knowledge
Gaspar Martins, Sandra	Formative assessment: quick surprise quizzes online in class in mathematics higher education
Geisen, Martina	Certainty-based marking as feedback in the context of formative assessment in mathematics lessons at school
Geraniou, Eirini	Assessment of students’ learning mathematics with technology using video-based activities in an online course
Gonscherowski, Peter	Examining ChatGPT responses to TPCK assessment items
Greefrath, Gilbert	Contextuality of Application Tasks in Large-Scale Summative Assess-ments at Lower Competence Levels for Lower Secondary Education
H
Hankeln, Corinna	Open-ended items in digital formative assessments: Decision Trees as (AI-compatible) approach to reliably code students’ understanding?
Heeren, Bastiaan	Students’ experiences with automated final answer diagnoses for mathematics tasks
Henrik Nieminen, Juuso	Student agency in mathematics assessment: passive targets or active agents?
Hershkovitz, Arnon	CLASSIFICATION tasks as basis for assessment – Family resemblance as principle for choosing mathematical objects
Huitrado Mora, Alejandra Fabiola	Design of tasks for assessing Diophantine equations on the new Mexican School
I
Iannone, Paola	Perceptions of Effective Formative Feedback: A comparative Analysis Between Undergraduate Students and Mathematics Lectures
J
Jeuring, Johan	Students’ experiences with automated final answer diagnoses for mathematics tasks
Jones, Ian	Validity objections to comparative judgement
Julien, Antoine	Peer assessment in an undergraduate geometry course: Fostering proof competency in teacher students
K
Kadan-Tabaja, Amal	The students' use of visual representation for stimulating their metacognitive strategies: Teachers' perspectives
Kinnear, George	Perceptions of Effective Formative Feedback: A comparative Analysis Between Undergraduate Students and Mathematics Lectures Using e-assessment for interactive example-generation tasks
Kitchen, Richard	Leveraging formative assessment to develop students’ mathematical reasoning through images and student generated language
Klingbeil, Katrin	From automatic diagnosis to lesson plannings: how teachers use elements of a digital formative assessment tool Unravelling (Mis)conceptions about Algebraic Letters: Exploring Response Patterns in the 'Meaning of Letters' SMART-test using Latent Class Analysis
Ko, Inah	Secondary mathematics teachers’ experiences of using ChatGPT to design probability and statistics assessment items
Kontorovich, Igor'	Using e-assessment for interactive example-generation tasks
Kuijpers, Rebecca	Assessment through mathematical problem-posing
Kuusemets, Laura	The potential of AI: generating answers for multiple-choice questions using ChatGPT
Kuşdemir Kayıran, Bilge	Mathematics teacher educators' microteaching implementations: selection of settings and approaches to assessment and feedback for prospective classroom teachers
Kwon, Minsung	Secondary mathematics teachers’ experiences of using ChatGPT to design probability and statistics assessment items
L
Lavicza, Zsolt	GeoGebra pop-up notification as formative feedback for learning computational thinking in mathematics lessons
Lear, Janet	Leveraging formative assessment to develop students’ mathematical reasoning through images and student generated language
Lepellere, Maria Antinietta	Assessment by skills of an interdisciplinary project in which mathematics is the common thread.
Li, Hui-Chuan	Advancing assessment in fractions: designing and implementing formative proficiency tasks
Lima, Daniel	The importance of formative assessment in developing student teachers’ teaching practice
Lindenbauer, Edith	Examining ChatGPT responses to TPCK assessment items
López-Iñesta, Emilia	Analytical readings’ method as a tool to assess the word problem-solving process involving rational numbers
M
Marzia, Toso	Assessment by skills of an interdisciplinary project in which mathematics is the common thread.
Mikīte, Marta	Development and validation of a three-dimensional framework for classification of authentic tasks in mathematics
Miranda, Annamaria	Fostering technology-enhanced formative assessment in Euclidean geometry proving through graded peer tutoring roles
Moons, Filip	Unravelling (Mis)conceptions about Algebraic Letters: Exploring Response Patterns in the 'Meaning of Letters' SMART-test using Latent Class Analysis
Morselli, Francesca	Designing with the Teaching for Robust Understanding framework: indicators for the activation and realization of formative assessment strategies Expert design and implementation of effective classroom discussions for formative assessment
N
Noster, Norbert	CLASSIFICATION tasks as basis for assessment – Family resemblance as principle for choosing mathematical objects
O
Olsher, Shai	Students’ feedback process using automated post-submission report in their modeling process Exploring metrics: elementary mathematics teachers' evaluation of digital geometry assessment activities
Olsher, Shai	Combining self-assessment and automatic-assessment – a mixed methods study
Ortiz-Laso, Zaira	Elaborated feedback for interpreting graphs in Secondary Education
P
Palm, Torulf	The role of elicitation in formative assessment Effects of a teacher professional development program in formative assessment on teachers’ conceptions of feedback and assessment and their self-reported feedback practices A mathematics teacher’s implementation of formative assessment: Overcoming obstacles with adaptive professional development support
Palmberg, Björn	Effects of a teacher professional development program in formative assessment on teachers’ conceptions of feedback and assessment and their self-reported feedback practices
Peregrina Fuentes, Sofia	Analytical readings’ method as a tool to assess the word problem-solving process involving rational numbers
Poh, Hwee Sim Claire	Exploring formative assessment and peer feedback in technology-enhanced mathematics learning environments through bar model virtual manipulatives
Prodromou, Theodosia	GeoGebra pop-up notification as formative feedback for learning computational thinking in mathematics lessons
Q
Quartara, Simone	Designing with the Teaching for Robust Understanding framework: indicators for the activation and realization of formative assessment strategies
R
Razeghpour, Farhad	Conception of two informative tutoring feedback strategies for mathematical tasks with STACK
Rezat, Sebastian	Students’ instrumentalizations of hints and automated feedback in their task solution process when learning mathematics with a digital curriculum resource
Robotti, Elisabetta	Designing with the Teaching for Robust Understanding framework: indicators for the activation and realization of formative assessment strategies
Rott, Benjamin	Examining ChatGPT responses to TPCK assessment items
Rott, Benjamin	Formative feedback in problem-solving lessons in German primary schools
Rösken, Fabian	Professionalising teachers with a digital formative assessment tool: a case study of the SMART tests
S
Sabena, Cristina	Expert design and implementation of effective classroom discussions for formative assessment
Saliceto, Loredana	Fostering technology-enhanced formative assessment in Euclidean geometry proving through graded peer tutoring roles
Sanz, María Teresa	Analytical readings’ method as a tool to assess the word problem-solving process involving rational numbers
Sanz-Ruiz, María	Elaborated feedback for interpreting graphs in Secondary Education
Schmeding, Alexander	Peer assessment in an undergraduate geometry course: Fostering proof competency in teacher students
Schäfer, Julia	Self-assessment in long-term problem solving STEM contexts
Siller, Hans-Stefan	CLASSIFICATION tasks as basis for assessment – Family resemblance as principle for choosing mathematical objects
Silwer, Maria	Assessment in the mathematics classroom in relation to how students are in(ex)cluded in mathematics
Soto-Sánchez, Luis Miguel	Elaborated feedback for interpreting graphs in Secondary Education
Stoffels, Gero	Self-assessment in long-term problem solving STEM contexts
T
Tabach, Michal	CLASSIFICATION tasks as basis for assessment – Family resemblance as principle for choosing mathematical objects
Taha, Samah	Perceptions of Effective Formative Feedback: A comparative Analysis Between Undergraduate Students and Mathematics Lectures
Theile, Yasmin	Formative feedback in problem-solving lessons in German primary schools
Thurm, Daniel	Combining self-assessment and automatic-assessment – a mixed methods study
Touma, Muna	Students’ feedback process using automated post-submission report in their modeling process
Triantafillou, Crissavgi	Enacting assessment accommodations in an inclusive formative practice: The case of color-coding
Tusche, Carina	Combining self-assessment and automatic-assessment – a mixed methods study
Tutan Teskin, Sibel	Evaluating the reliability of a framework for mathematical activities using generalizability theory
V
Valenzuela García, Carlos	Analytical readings’ method as a tool to assess the word problem-solving process involving rational numbers
van der Hoek, Gerben	Students’ experiences with automated final answer diagnoses for mathematics tasks
Y
Yilmaz Aslan, Bilge	Mathematics teacher educators' microteaching implementations: selection of settings and approaches to assessment and feedback for prospective classroom teachers
Yunianto, Wahid	GeoGebra pop-up notification as formative feedback for learning computational thinking in mathematics lessons
Z
Zender, Joerg	Certainty-based marking as feedback in the context of formative assessment in mathematics lessons at school
Ö
Özmantar, Mehmet Fatih	Mathematics teacher educators' microteaching implementations: selection of settings and approaches to assessment and feedback for prospective classroom teachers
Özmantar, Mehmet Fatih	Evaluating the reliability of a framework for mathematical activities using generalizability theory

Disclaimer | Powered by EasyChair Smart Program