Work

Leveraging simulated student interactions to learn about prospective teachers’ formative assessment practice

Year: 2025

Type: article

Abstract: Formative assessment practices, including eliciting student thinking, interpreting student thinking, and engaging in teaching action grounded in information from those practices, must be nurtured in teacher preparation. We present a methodological approach using simulated student interactions to learn about prospective teachers’ formative assessment practices. We used the simulated student interaction to investigate whether such a simulated student interaction could reveal important details about prospective teachers’ capabilities with formative assessment. We report on findings from a study in which 12 prospective teachers engaged in the simulated student interaction. The study findings affirm that a simulated student interaction approach can encourage prospective teachers to engage in elements of formative assessment practices and reveal aspects of prospective teachers’ mathematical knowledge. • Simulated student interactions as a methodology. • Prospective teachers’ formative assessment practices. • Information gathered about a student’s process and understanding. • Contingent actions convey mathematical knowledge for teaching.

Source: The Journal of Mathematical Behavior

DOI: 10.1016/j.jmathb.2025.101298

Authors: Meghan Shaughnessy, Timothy Boerst, D’Anna Pynes

Institutions: Boston University, Wheelock College, University of Michigan, University of Notre Dame

Language: English

Topic: Student Assessment and Feedback

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,170