Classroom Assessment in Mathematics

Perspectives from Around the Globe

Häftad, Engelska, 2019

AvDenisse R. Thompson,Megan Burton,Annalisa Cusi,David Wright

709 kr

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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.

Produktinformation

Utgivningsdatum2019-02-02
Mått155 x 235 x 15 mm
Vikt406 g
FormatHäftad
SpråkEngelska
SerieICME-13 Monographs
Antal sidor246
FörlagSpringer Nature Switzerland AG
ISBN9783030088514

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Preface.- Section I. Introduction to the Volume.- 1. Formative Assessment: A Critical Component of the Teaching-Learning Process.- Section II. Examples of Classroom Assessment in Action.- 2. Formative Assessment Lessons.- 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.- 6. The Use of Digital Technologies to Enhance Formative Assessment Processes.- 7. Resources and Constraints Designed to Support Online e-Assessment of Problem Solving.- 8. Suggestion of an E-Proof Environment in Mathematics Education.- Section IV. Statistical Models for Formative Assessment.- 9. Cognitive Diagnostic Assessment (CDA): An Alternative Mode of Assessment for Learning.- 10. Validating and Vertically Equating Problem-Solving Measures.- Section V. Engaging Teachers in FormativeAssessment.- 11. Assessment in Mathematics: A French Study Based on a Didactic Approach.- 12. Assessing Visualization: An Analysis of Chilean Teachers’ Guidelines.- 13. Formative Assessment and Mathematics Teaching: Leveraging Powerful Linkages in the US Context.- 14. Designing for Formative Assessment: A Toolkit for Teachers.- Section VI. Conclusion.- 15. Looking to the Future: Lessons Learned and Ideas for Further Research.

“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)