Pre-service teachers' assessment competence for grading students’ solutions of mathematical modelling problems

Borromeo Ferri, Rita; Greefrath, Gilbert

Abstract

This study investigates assessment competence in mathematical modelling among pre-service teachers. 33 participants from the University of Kassel (Germany) were divided into experimental and control groups, with the former receiving training on a specific assessment scheme. Post-training results showed significant improvement in the experimental group’s ability to evaluate solutions to modelling tasks, unlike the control group. The findings suggest that targeted assessment training enhances pre-service teachers’ assessment competence in mathematical modelling, underscoring the importance of integrating structured assessment frameworks into teacher education programs for better handling of diverse student responses in mathematical contexts.