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dc.contributor.authorZhao, Xiaoyan
dc.contributor.authorVan den Heuvel-Panhuizen, Marja
dc.contributor.authorVeldhuis, Michiel
dc.identifier.citationZhao, X., van den Heuvel-Panhuizen, M. & Veldhuis, M. (2019). Assessment in the hands of primary school mathematics teachers: Four studies in China. Acta Scientiae, 21(2), 128-136. doi:en_US
dc.description.abstractIn this paper, we describe four studies that have been done in the project Improving Classroom Assessment in China (ICA-C). The project was a sequel to the ICA project in the Netherlands. To shed light on the current situation of Chinese primary school mathematics teachers’ perception and practice of classroom assessment, we first did a review study based on teacher-written papers addressing classroom assessment. Then a large-scale questionnaire survey was conducted by means of which we could identify different assessment profiles of teachers. With the gained knowledge, two other studies were set up to explore the possibility for improving Chinese primary school mathematics teachers’ assessment activities, with a particular focus on using classroom assessment techniques in the domain of division and multiplication.en_US
dc.publisherLutheran University of Brazilen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.titleAssessment in the hands of primary school mathematics teachers : Four studies in Chinaen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.rights.holder© 2019 The Author(s)en_US
dc.subject.nsiVDP::Matematikk og Naturvitenskap: 400::Matematikk: 410en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283en_US
dc.source.journalActa Scientiaeen_US
dc.relation.projectChina Scholarship Council: 201206860002en_US
dc.relation.projectNetherlands Organization for Scientific Research: 411-10-750en_US

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Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal