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Nowinska, Edyta; Praetorius, Anna-Katharina:

Evaluation of a rating system for the assessment of metacognitive-discursive instructional quality

In: Dooley, Thèrése; Gueudet, Ghislaine (Hrsg.): Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education Dublin : DCU Institute of Education and ERME (2017) , 3121-3128

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Document type
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings

Bewertung, Diskurs, Evaluation, Mathematikunterricht, Metakognition, Methodologie, Reliabilität

Metacognition plays an essential role in learning mathematics. However, due to the lack of observational systems for evaluation of metacognition in mathematics instruction, rarely anything is known about how metacognition is practised and fostered when teaching and learning mathematics in class. This paper presents an observational system (a rating system) developed to reliably assess metacognitive activities in mathematics instruction. It also explains the methodology used to evaluate the reliability of rating achieved with this tool and to investigate the stability of metacognitive-discursive practices between lessons of an individual teacher/class. Despite the high inference of conclusions needed to assess metacognitive-discursive instructional quality in seven dimensions, highly reliable ratings have been achieved for six dimensions. The paper discusses reasons for and consequences of the high reliability. (DIPF/Orig.)

Educational Quality and Evaluation