Classroom Assessment in Mathematics (eBook)

Perspectives from Around the Globe

Denisse R. Thompson, Megan Burton, Annalisa Cusi, David Wright (Herausgeber)

eBook Download: PDF

2018
XV, 246 Seiten
Springer International Publishing (Verlag)
978-3-319-73748-5 (ISBN)

Infos

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.

Inhalt

PrefaceSection I. Introduction to the Volume1.      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                  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 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                  Jonathan D. Bostic, Bowling Green State University, United States                  Toni A. Sondergeld, Drexel University, United States Section V.  Engaging Teachers in Formative Assessment 11.    Assessment in Mathematics: A French Study Based on a Didactic Approach                  Nathalie Sayac, University Paris Est Creteil, Laboratoire de didactique André Revuz, France 12.    Assessing Visualization: An Analysis of Chilean Teachers’ Guidelines                  Melissa Andrade-Molina, Chile                  Leonora Díaz Moreno, Chile 13.    Formative Assessment and Mathematics Teaching: Leveraging Powerful 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 ofSouth Florida, United States                  Megan Burton, Auburn University, United States                  Annalisa Cusi, University of Torino, Italy                  David Wright, Newcastle University, United Kingdom

Produkt-Details

• Erscheint lt. Verlag: 1.3.2018
• Reihe/Serie: ICME-13 Monographs
• Reihe/Serie: ICME-13 Monographs
• Zusatzinfo: XV, 246 p. 45 illus., 1 illus. in color.
• Verlagsort: Cham
• Sprache: englisch
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Bildungstheorie
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
• Schlagworte: assessment in mathematics education • classroom examples of assessment • Formative assessment • frameworks for assessment • mathematics education • Student learning • Teacher Education
• ISBN-10: 3-319-73748-1 / 3319737481
• ISBN-13: 978-3-319-73748-5 / 9783319737485