Skip to main content
Teacher Professional Development

PRIMAS Module 7 – Self and Peer Asssessment

By March 2024May 13th, 2024No Comments

Module 7 builds on the topic of assessment from module 6. It encourages discussion of several issues: helping students become more aware of IBL processes and their importance in problem solving, encouraging students to take more responsibility for their own learning of IBL processes, and fostering a culture where students assess and improve their own and each other’s work.

This module contains a session guide and handout for educators, along with two video clips showing classroom sequences in which students assess sample work and peer work.

Guide
Handout
Video Activity B
Video Activity C

About Primas
The Primas Project ran from 2010-2013 and was funded under the EU´s 7th Framework Programme for Research. An important part of the work of PRIMAS has been to provide teachers with professional development programmes that can support them in integrating and applying inquiry-based learning approaches in their mathematics and science classrooms.

A total of 7 modules have been developed. These modules deal with some of the pedagogical challenges that arise when introducing IBL activities to the classroom. The intention is that, as part of the Professional Development (PD) process, teachers will plan inquiry-based lessons to use with their own class and, at a later meeting, report back on their experiences.

Click here for other modules in this project.

Copyright: Centre for Research in Mathematics Education, University of Nottingham (responsible for content: ICSE, Director: Prof. Dr. Katja Maass)
Image source: Own illustration (ICSE)
Share this post
Subject
Teacher Professional Development
Year
2010
Guiding Themes
Topics
Inquiry-based learning, Reallife Problems
Guiding ideas /
Content-related competences
Number - Variable - Operation, Measuring, Space and form, Functional Relationship, Data and probability
Grades
Primary, Lower Secondary,
Author
Primas Project: Centre for Research in Mathematics Education, University of Nottingham
Back