Classroom Assessment in Mathematics, 1st ed. 2018 Perspectives from Around the Globe ICME-13 Monographs Series

This book consists of 13 papers developed by participants in the ICME 13 Topic Study Group 40 on Classroom Assessment. The individual papers discuss various aspects of classroom assessment, focusing particularly on formative assessment as assessment for learning, and are grouped into four main sections: Examples of Classroom Assessment in Action, Technology as a Tool for Classroom Assessment, Statistical Models for Formative Assessment, and Engaging Teachers in Formative Assessment. The book opens with a brief discussion of the use of formative assessment as a critical component of the teaching?learning process and concludes with an overview of lessons learned and ideas for future research. It is of interest to classroom teachers, university teacher educators, professional development providers and school supervisors.

Section I. Introduction to the Volume

1.      Formative Assessment: A Critical Component of the Teaching-Learning Process

                  Megan Burton, Auburn University, United States

                  David Wright, Newcastle University, United Kingdom

2.      Formative Assessment Lessons

                  Malcolm Swan, University of Nottingham, United Kingdom

                  Colin Foster, University of Nottingham, United Kingdom

3.      Observations and Conversations as Assessment in Secondary Mathematics

4.      Using Self-Assessment for Individual Practice in Math Classes

Section III. Technology as a Tool for Classroom Assessment

5.      Using a Digital Flip Camera: A Useful Assessment Tool in Mathematics Lessons

                  Ann Downton, Monash University, Australia

                  Annalisa Cusi, University of Torino, Italy

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                  Cristina Sabena, University of Torino, Italy

7.   

                  Galit Nagari Haddif, University of Haifa, Israel

                  Michal Yerushalmy, University of Haifa, Israel

8.      Suggestion of an E-Proof Environment in Mathematics Education

                  Melanie Platz, University of Freiburg and University of Koblenz-Landau, Germany

                  Engelbert Niehaus, University of Koblenz-Landau, Germany

                  Kathrin Winter, University of Flensburg, Germany

Section IV. Statistical Models for Formative Assessment

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9.      Cognitive Diagnostic Assessment (CDA): An Alternative Mode of Assessment for Learning

                  Carolyn Jia Ling Sia, Universit Sains Malaysia, Malaysia

10.    Validating and Vertically Equating Problem-Solving Measures

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                  Toni A. Sondergeld, Drexel University, United States

Section V.&nb

11.    Assessment in Mathematics: A French Study Based on a Didactic Approach

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12.    Assessing Visualization: An Analysis of Chilean Teachers’ Guidelines

                  Melissa A

                  Leonora Díaz Moreno, Chile

13.    Formative Assessment and Mathematics Teaching: Leveraging Powe

                  Megan Burton, Auburn University, United States

                  Edward Silver, University of Michigan, United States

                  Wanda Audrict, Consultant, United States

                  Marilyn Strutchens, Auburn University, United States

14.    Designing for Formative Assessment: A Toolkit for Teachers

                  Jill Clark, Research Centre for Learning and Teaching, Newcastle University, United Kingdom

Section VI.  Conclusion

15.    Looking to the Future: Lessons Learned and Ideas for Further Research

                  Denisse R. Thompson, University of

                  Megan Burton, Auburn University, United States

                  Annalisa Cusi, University of Torino, Italy

Includes classroom examples of formative assessment in different countries

Shares frameworks used to enhance the design and implementation of formative assessment in the classroom

Illustrates how technology can be effectively used for formative assessment

Explores how statistical models provide new insights into students’ learning