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Publikation Nr. 4707 - Details

Adaptive Feedback and (digital) Assessment of Conceptual Knowledge

Pinkernell, G. & Weigand, H. G. (2026). Adaptive Feedback and (digital) Assessment of Conceptual Knowledge, In: E. Geraniou, C. Crisan & M. Mavrikis (Hrsg.), Digital Technology and Artificial Intelligence in Mathematics Education. London: Routledge.

Sammelband

URL: https://www.routledge.com/Digital-Technology-and-Artificial-Intelligence-in-Mathematics-Education-Assessment/Geraniou-Crisan-Mavrikis/p/book/9781032876528
ISBN: 978-1-032-87652-8

Abstract
In this chapter we concentrate on formative assessment of conceptual knowledge. At the core of this knowledge are Basic Mental Models, i.e. content-related interpretations that give meaning to a specific concept. As conceptual knowledge is essentially linked with the ability to access and work with a mathematical concept in various ways, assessment should provide tasks where learners can show their conceptual knowledge. In our view, the specific contributions of digitisation to mathematical learning are dynamisation, interaction and multiple representation of mathematical concepts. This opens up new possibilities not only for the assessment of conceptual knowledge in tasks, but also for the further development of conceptual knowledge in formative feedback that follows the original task. In the following we start with general considerations about understanding, task design and feedback design and give examples how conceptual knowledge could be assessed and supported in a digital environment.

Attribute

Sprache:
Art der Begutachtung:	Peer Review(Open review)
Print:	Ja
Online:	Ja, ohne Open Access
Datenmedium:	Keine Angabe