Classroom Assessment in Mathematics: Perspectives from Around the Globe (Hardcover, 2018)

Preface Section I. Introduction to the Volume 1. Formative Assessment: A Critical Component of the Teaching-Learning Process Denisse R. Thompson , University of South Florida, United States Megan Burton , Auburn University, United States Annalisa Cusi , University of Torino, Italy David Wright , Newcastle University, United Kingdom Section II. Examples of Classroom Assessment in Action 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 Jimmy Pai , University of Ottawa, Canada 4. Using Self-Assessment for Individual Practice in Math Classes Waldemar Straumberger , University of Bielefeld, Germany 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 6. The Use of Digital Technologies to Enhance Formative Assessment Processes Annalisa Cusi , University of Torino, Italy &n bsp; Francesca Morselli , University of Genova, Italy Cristina Sabena , University of Torino, Italy 7. ; Resources and Constraints Designed to Support Online e-Assessment of Problem Solving 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 Miriam Krieger , University of Flensburg, Germany Engelbert Niehaus , University of Koblenz-Landau, Germany Kathrin Winter , University of Flensburg, Germany Section IV. Statistical Models for Formative Assessment &nbs p; 9. Cognitive Diagnostic Assessment (CDA): An Alternative Mode of Assessment for Learning Carolyn Jia Ling Sia , Universit Sains Malaysia, Malaysia Chap Sam Lim , Universit Sains Malaysia, Malaysia 10. Validating and Vertically Equating Problem-Solving Measures &n bsp; Jonathan D. Bostic , Bowling Green State University, United States Toni A. Sondergeld , Drexel University, United States Section V.&nb sp; Engaging Teachers in Formative Assessment 11. Assessment in Mathematics: A French Study Based on a Didactic Approach &nbs p; Nathalie Sayac , University Paris Est Creteil, Laboratoire de didactique Andre Revuz, France 12. Assessing Visualization: An Analysis of Chilean Teachers' Guidelines Melissa A ndrade-Molina, Chile Leonora Diaz Moreno , Chile 13. Formative Assessment and Mathematics Teaching: Leveraging Powe rful Linkages in the US Context Megan Burton , Auburn University, United States Edward Silver , University of Michigan, United States Valerie Mills , Oakland Schools, United States Wanda Audrict , Consultant, United States Marilyn Strutchens , Auburn University, United States Margaret Petit , Ongoing Assessment Project, United States 14. Designing for Formative Assessment: A Toolkit for Teachers David Wright , Research Centre for Learning and Teaching, Newcastle University, United Kingdom Jill Clark , Research Centre for Learning and Teaching, Newcastle University, United Kingdom Lucy Tiplady , 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 South Florida, United States Megan Burton , Auburn University, United States Annalisa Cusi , University of Torino, Italy David Wright , Newcastle University, United Kingdom