A theoretical model for the regulation of teaching through assessment for learning: From practice to collaborative reflection
DOI:
https://doi.org/10.48489/quadrante.45436Keywords:
regulation of teaching, assessment for learning, teacher training, geometry, technologyAbstract
This article presents a theoretical model for the regulation of teaching, developed within a research study focused on collaborative work between two lower secondary (grades 5-6) mathematics teachers and the researcher. The study examines the implementation and analysis of assessment strategies for learning that integrate the use of technology, particularly exploratory tasks supported by digital environments. The research adopts a qualitative and interpretative approach, using a case study design. Data sources include collaborative working sessions and classroom teaching practices. The proposed model makes explicit a cycle of teachers’ work that articulates lesson planning, classroom action, interpretation of the impact of assessment strategies, and collaborative reflection, contributing to a more integrated and dynamic understanding of the teaching process. The results show that the intentional use of regulatory assessment practices, supported by assessment criteria and written feedback, promotes the regulation of teaching, enabling teachers to adjust their pedagogical actions in response to students’ learning.
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