Assessment in Teaching Mathematics

Tri osnovna pristupa vrednovanju su vrednovanje za učenje, vrednovanje kao učenje i vrednovanje naučenog. Vrednovanje za učenje oblik je formativnog vrednovanja, odvija se tijekom učenja i poučavanja te predstavlja proces prikupljanja informacija i dokaza o procesu učenja te njihovu interpretaciju s ciljem unaprjeđivanja procesa učenja kod učenika te procesa poučavanja kod učitelja. To je osnovni razlog zbog kojega ovaj način vrednovanja ne rezultira brojčanim ocjenjivanjem koje bi utjecalo na donošenje zaključnih ocjena krajem školske godine. Vrednovanje za učenje značajno je za sve sudionike odgojno-obrazovnog procesa. Kroz kvalitativne povratne informacije i primjenom različitih metoda vrednovanja za učenje, kroz osnovnoškolsko i srednjoškolsko obrazovanje, učenici lakše prate svoj put prema ostvarenosti odgojno-obrazovnih ishoda, prepoznaju nedostatke i unaprijeđuju svoje znanje.Three main approaches to assessment are: assessment for learning, assessment as learning and assessment of learned. Assessment for learning is a type of formative valuation, it is happening during learning and teaching and it represents the process of collecting information and evidence about the process of learning and their interpretation with the objective of improvement of the process of learning by students and the process of teaching by teachers. That is the main reason why this way of assessment does not result in numerical evaluation which would affect on bringing concluding evaluation at the end of the school year. Assessment for learning is significant for all the participants of education process. Through qualitative feedback and the use of different methods of assessment for learning, during elementary and high school education, students follow their way to achievement of education process outcomes easier, they recognize downgrades and they improve their knowledge