POSSIBILITY OF INTEGRATION OF SUMMATIVE AND FORMATIVE ASSESSMENT IN TEACHING MATHEMATICS
https://doi.org/10.54596/2309-6977-2022-4-42-49
Abstract
The factor that ensures the effectiveness of educational assessment is the integration of its formative and summative assessment practices. The article presents the results of a survey of school teachers, the analysis of which confirms the need for teachers in detailed, theoretically substantiated recommendations that will improve the effectiveness of assessment activities. The purpose of this article is to present the author's point of view on the possibility of integrating the practices of summative and formative assessment of teaching mathematics to schoolchildren. Along with methodological recommendations reflecting possible ways of integrating formative and summative assessment, the article shows an example of the active participation of students in the development of descriptors. It is especially noted that the summative assessment should not be perceived by either the student or the teacher as the end of a certain stage of education, it should become the basis for formative assessment.
About the Authors
I. B. Shmigirilova
M. Kozybayev North Kazakhstan University
Kazakhstan
Kazakhstan
Petropavlovsk
A. S. Rvanova
ITMO University
Russian Federation
Russian Federation
Saint Petersburg
A. A. Tadzhigitov
M. Kozybayev North Kazakhstan University
Kazakhstan
Kazakhstan
Petropavlovsk
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For citations:
Shmigirilova I.B., Rvanova A.S., Tadzhigitov A.A. POSSIBILITY OF INTEGRATION OF SUMMATIVE AND FORMATIVE ASSESSMENT IN TEACHING MATHEMATICS. Vestnik of M. Kozybayev North Kazakhstan University. 2022;(4 (56)):42-49. https://doi.org/10.54596/2309-6977-2022-4-42-49
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