数学评价研究中的学生定位

IF 3.5 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal for Research in Mathematics Education Pub Date : 2023-11-01 DOI:10.5951/jresematheduc-2022-0030

Juuso Henrik Nieminen, Anette Bagger, Alexis Padilla, Paulo Tan

{"title":"数学评价研究中的学生定位","authors":"Juuso Henrik Nieminen, Anette Bagger, Alexis Padilla, Paulo Tan","doi":"10.5951/jresematheduc-2022-0030","DOIUrl":null,"url":null,"abstract":"We conduct a critical review to explore how research on mathematics classroom assessment has positioned students (127 studies, 2015–2020). Our analysis shows how research has positioned students as passive recipients of assessment by portraying assessment through discourses of measurement and cognition. Conversely, students are positioned as active agents in their own learning through discourses of empowerment and monitoring. Finally, a discourse of performativity portrays classroom assessment as a way to promote results in large-scale assessments. These five discourses summarize how research produces knowledge about mathematics assessment and, in doing so, positions students as social agents with certain roles and responsibilities. Our review challenges assessment research communities to rethink how students are positioned in mathematics assessment.","PeriodicalId":48084,"journal":{"name":"Journal for Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":3.5000,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Student Positioning in Mathematics Assessment Research: A Critical Review\",\"authors\":\"Juuso Henrik Nieminen, Anette Bagger, Alexis Padilla, Paulo Tan\",\"doi\":\"10.5951/jresematheduc-2022-0030\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"We conduct a critical review to explore how research on mathematics classroom assessment has positioned students (127 studies, 2015–2020). Our analysis shows how research has positioned students as passive recipients of assessment by portraying assessment through discourses of measurement and cognition. Conversely, students are positioned as active agents in their own learning through discourses of empowerment and monitoring. Finally, a discourse of performativity portrays classroom assessment as a way to promote results in large-scale assessments. These five discourses summarize how research produces knowledge about mathematics assessment and, in doing so, positions students as social agents with certain roles and responsibilities. Our review challenges assessment research communities to rethink how students are positioned in mathematics assessment.\",\"PeriodicalId\":48084,\"journal\":{\"name\":\"Journal for Research in Mathematics Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.5000,\"publicationDate\":\"2023-11-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal for Research in Mathematics Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.5951/jresematheduc-2022-0030\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal for Research in Mathematics Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5951/jresematheduc-2022-0030","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

我们进行了一项批判性审查，以探讨数学课堂评估研究如何定位学生(127项研究，2015-2020)。我们的分析表明，研究如何通过测量和认知的话语描绘评估，将学生定位为被动的评估接受者。相反，通过授权和监督的话语，学生被定位为自己学习的积极主体。最后，表演性的论述将课堂评估描述为促进大规模评估结果的一种方式。这五篇论述总结了研究如何产生关于数学评估的知识，并在此过程中，将学生定位为具有特定角色和责任的社会代理人。我们的评论要求评估研究团体重新思考学生在数学评估中的定位。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Student Positioning in Mathematics Assessment Research: A Critical Review

We conduct a critical review to explore how research on mathematics classroom assessment has positioned students (127 studies, 2015–2020). Our analysis shows how research has positioned students as passive recipients of assessment by portraying assessment through discourses of measurement and cognition. Conversely, students are positioned as active agents in their own learning through discourses of empowerment and monitoring. Finally, a discourse of performativity portrays classroom assessment as a way to promote results in large-scale assessments. These five discourses summarize how research produces knowledge about mathematics assessment and, in doing so, positions students as social agents with certain roles and responsibilities. Our review challenges assessment research communities to rethink how students are positioned in mathematics assessment.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Journal for Research in Mathematics Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

17.90%

发文量

期刊介绍： An official journal of the National Council of Teachers of Mathematics (NCTM), JRME is the premier research journal in mathematics education and is devoted to the interests of teachers and researchers at all levels--preschool through college. JRME is a forum for disciplined inquiry into the teaching and learning of mathematics. The editors encourage submissions including: -Research reports, addressing important research questions and issues in mathematics education, -Brief reports of research, -Research commentaries on issues pertaining to mathematics education research, and -Book reviews.