Abstract
This chapter is, from my point of view, the hardest one. Why? The diagnostic dimension is the fourth and last part of the model for teaching competencies. Thus you need all your knowledge from the previous chapters to focus now in more detail on diagnosis during modeling activities. However this is not really the hard thing that I mean. I think a hidden dimension could rather be all the discussions about assessment, especially regarding mathematical educational standards, which influence your view on this aspect. Mathematical modeling has to be assessed as one of the practices in the Common Core Standards Mathematics in the United States for example. The same goes for Germany, where it has been practiced for 14 years now. The goal for me is to convince you that assessment in this context is not a bad thing like it is promoted in the media. So assessment should have advantages neither for your students nor for your mathematics teaching, because it is also a tool for diagnosis.
How can I assess mathematical modeling?
Karen, in-service teacher
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References
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Borromeo Ferri, R. (2018). Diagnostic Competency: Basis for Your Assessment and Grading. In: Learning How to Teach Mathematical Modeling in School and Teacher Education. Springer, Cham. https://doi.org/10.1007/978-3-319-68072-9_5
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DOI: https://doi.org/10.1007/978-3-319-68072-9_5
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