Exploring gifted school students’ process-based assessment performance using GeoGebra: Focused on the quadratic curves

This study presented a case study of teaching and learning process-based assessment using GeoGebra for students at a gifted school. Process-based assessment can be very effective for gifted students in terms of creativity, which is one of the most important elements of gifted education. Nevertheless, the development of teaching and learning methods and materi- als including process-based assessment for gifted students have been still somewhat underdeveloped. The researcher con- ducted eight experimental lessons using GeoGebra centered on quadratic curves in the <Geometry> course for 79 students at an OO gifted and talented school, and then evaluated the results of students' ellipse constructions using GeoGebra according to the given conditions. Based on the students' output, it was possible to evaluate the students' construction results and the process of solving the problem in a process-based way by utilizing GeoGebra's construction protocol and construction protocol navigation bar functions, as well as to identify some of the defining characteristics of individuals found in the problem-solving process. In addition, In teaching and learning situation of this study students could perform metacognitive thinking activities, and it was confirmed that this was a teaching example that could promote mathematical creativity.