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Formative assessment (FA) with rich mathematical tasks is valuable yet challenging for secondary mathematics teachers to learn. Responding to calls for more emphasis on FA in teacher preparation, this study explores how pre-service teachers (PSTs) develop assessment literacy and identity through approximations of practice. PSTs engaged in iterative cycles of designing rich tasks, creating assessment criteria, analyzing student work, providing peer feedback, and reflecting. Drawing on three empirical studies, we present a framework that synthesizes five types of approximations and related strategies. The goal is to support mathematics teacher educators and researchers in promoting FA practices that enhance PSTs’ readiness to teach with rich tasks.

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A Cycle of Approximations of Practice for Developing Mathematics Pre-service Teachers’ Assessment Literacy with Rich Tasks

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  • 发表日期：

    2026年

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  • Michal Ayalon,
  • Karina J. Wilkie

摘要

Formative assessment (FA) with rich mathematical tasks is valuable yet challenging for secondary mathematics teachers to learn. Responding to calls for more emphasis on FA in teacher preparation, this study explores how pre-service teachers (PSTs) develop assessment literacy and identity through approximations of practice. PSTs engaged in iterative cycles of designing rich tasks, creating assessment criteria, analyzing student work, providing peer feedback, and reflecting. Drawing on three empirical studies, we present a framework that synthesizes five types of approximations and related strategies. The goal is to support mathematics teacher educators and researchers in promoting FA practices that enhance PSTs’ readiness to teach with rich tasks.