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International audience; This chapter reports the results of three research studies on peer assessment carried out in different countries where it is an unusual practice (France, Switzerland, and the Czech Republic). The three research studies focus on different competences and different disciplines (sciences and mathematics), but they all involve inquiry-based approaches at primary and secondary school level. In the French study, the data reported in this chapter explore relationships between success in task processing and the ability to mark a peer’s written artefact on the same task. The Swiss research study examines the type of peer feedback students offer their peers while assessing their models, based on a fine-grained analysis of peer feedback comments. In the Czech Republic, the study focuses on students’ reflection on peer assessment in inquiry lessons. The three studies conclude the necessity of allowing the sharing of “knowledge authority” in the classroom to evolve and to be integrated into usual classroom practice. However, researchers have a divergent view on the sharing of responsibility for validation of knowledge between the student and the teacher. Moreover, we can conclude that peer assessment can be a way to trigger metacognitive work on knowledge and competences in science and on assessment criteria and teacher expectations, at a class level and individual student level.

This chapter examines three different classroom teacher perspectives when using ASSIST-ME project formative assessment methods as described in the introductory chapter. The first ‘teacher perspective’ is about changes in teacher self-efficacies while using formative assessment methods as monitored by a pre- and post-teacher questionnaire. Teachers who tried the unfamiliar formative methods of assessment (see introductory book chapter for these methods) as well as their colleagues who did not were surveyed. The second ‘teacher perspective’ examines changes in teachers’ subjective theories while trying project-specific formative assessment methods in Czech Republic. Analyses are done through case studies and interviews. The final part of the chapter looks at teacher perspectives while using an Internet-based application to facilitate formative assessment. The teacher use of the application and their feedback about its utility are discussed.

Katedra pedagogiky a psychologie Pedagogicke fakulty Jihoceske univerzity uspořadala 16. dubna 2013 v ramci již tradicnich „Pedagogických dnů“ setkani u kulateho stolu, tentokrate u přiležitosti oslav 65. výroci založeni fakulty. Kulatý stůl byl vniman jako přiležitost k diskusi o aktualnich pohledech na roli výchovy v soucasne spolecnosti a v souvislostech rozvoje ucitelske profese. Diskuse byla take přiležitosti k re lexi temat, ktera během Pedagogických dnů byla představovana studentům i veřejnosti.

Proceeding volume: Volume 1 This Research Forum addresses theoretical, methodological and practical issues associated with language use and the mathematics classroom. All forum components have the function of language as their central and cohering theme, but address different forms of language use within that overarching theme. Language as communicative exchange provides the vehicle for the social construction of knowledge in mathematics classrooms. Language as discourse prescribes the limits of acceptable speech (Butler, 1997), both within the mathematics classroom and among the community of mathematics teachers when discussing the mathematics classroom. Within classroom discourse, different types of talk can be identified, characterised and their function in the learning process investigated. Language also functions as the medium by which the academic community analyse and theorise the phenomena for which the mathematics classroom is the setting. While these functions of language may appear quite distinct, it is our suggestion that they are profoundly intertwined: the language by which teachers shape the practices they orchestrate reflects culturalhistorical origins that also sets bounds on researchers’ capacity to articulate theory concerning those practices. The Research Forum purposefully combines a variety of cultural and theoretical perspectives in order to interrogate the role of language.