Formative assessment practices for secondary mathematics have been advocated as valuable for students, but difficult for teachers to learn. There have been calls in the literature to increase the emphasis on formative assessment in mathematics teacher preparation courses. This study explored the use of peer-assessment strategies for helping pre-service secondary mathematics teachers (PSTs) cultivate formative assessment principles and practices for assessing school students. Twenty-seven PSTs participated in a peer-assessment cycle comprised of: sourcing a rich mathematics task; constructing an assessment rubric for it; and collecting and analysing a selection of secondary student responses to the task. Each PST then provided written and verbal feedback to a peer on his/her rubric and student solution assessments. We draw on theoretical conceptions of Teacher Assessment Literacy in Practice to characterize the PSTs’ perceptions of their experience of formative assessment processes for learning to assess school students, in terms of cognitive and affective dimensions of their conceptions of assessment. The cohort evidenced a wide range of levels of confidence with the various aspects of formative assessment practices but on average less confidence in assessing school student task responses themselves than in assessing peer work. In addition to highlighting specific changes to different types of assessment knowledge, the PSTs also evidenced an awareness of shifts in their attitudes, in coming to view student task responses with more appreciation and humility.

中学数学的形成性评估实践被认为对学生很有价值，但对教师来说却很难学习。文献中一直呼吁在数学教师预备课程中增加对形成性评估的重视。本研究探讨了使用同伴评估策略来帮助职前中学数学教师 (PST) 培养评估在校学生的形成性评估原则和实践。27 个 PST 参与了一个同行评估周期，包括： 寻找丰富的数学任务；为其构建评估标准；收集和分析一些中学生对任务的反应。然后，每个 PST 就他/她的评分标准和学生解决方案评估向同龄人提供书面和口头反馈。我们借鉴了实践中教师评估素养的理论概念，根据他们的评估概念的认知和情感维度来描述 PST 对学习评估学校学生的形成性评估过程经验的看法。该队列证明了对形成性评估实践的各个方面的广泛信心，但平均而言，对评估学生任务反应本身的信心低于评估同伴工作的信心。除了强调不同类型评估知识的具体变化外，PST 还证明了他们对态度转变的认识，以更加欣赏和谦逊的态度看待学生的任务反应。