Classroom Assessment in Mathematics: Perspectives from Around the Globe

ISBN-13: 9783030088514 / Angielski / Miękka / 2019 / 246 str.

Denisse R. Thompson; Megan Burton; Annalisa Cusi

Recenzje

"This book provides a resourceful information about the formative assessment in the field of math education. As a new and developing concept, formative assessment needs to be studied and addressed from more perspectives. This volume is a good start. Teachers, researchers, educators, policy makers can take this book as a resource to consider in what way formative assessment can be better used as an integral instrument to promote students' learning of math." (Bingqian Wei, MAA Reviews, November 29, 2018)

Spis treści

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 André Revuz, France

 

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

                  Melissa A

ndrade-Molina, Chile

                  Leonora Díaz 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

Blurb

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.