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Classroom Assessment in Mathematics

Perspectives from Around the Globe

  • Book
  • © 2018

Overview

Editors:
  1. Denisse R. Thompson

    1. Department of Teaching and Learning, University of South Florida, Tampa, USA

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  2. Megan Burton

    1. Auburn University, Auburn, USA

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  3. Annalisa Cusi

    1. University of Turin, Turin, Italy

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  4. David Wright

    1. Research Center for Learning and Teaching, Newcastle University, Newcastle upon Tyne, United Kingdom

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  • 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

Part of the book series: ICME-13 Monographs (ICME13Mo)

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-xv
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  2. Introduction to the Volume

    1. Front Matter

      Pages 1-1
      Download chapter PDF

    2. Formative Assessment: A Critical Component in the Teaching-Learning Process

      • Denisse R. Thompson, Megan Burton, Annalisa Cusi, David Wright
      Pages 3-8

  3. Examples of Classroom Assessment in Action

    1. Front Matter

      Pages 9-9
      Download chapter PDF

    2. Formative Assessment Lessons

      • Malcolm Swan, Colin Foster
      Pages 11-24

    3. Observations and Conversations as Assessment in Secondary Mathematics

      • Jimmy Pai
      Pages 25-44

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

      • Waldemar Straumberger
      Pages 45-60

  4. Technology as a Tool for Classroom Assessment

    1. Front Matter

      Pages 61-61
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    2. Using a Digital Flip Camera: A Useful Assessment Tool in Mathematics Lessons

      • Ann Downton
      Pages 63-76

    3. The Use of Digital Technologies to Enhance Formative Assessment Processes

      • Annalisa Cusi, Francesca Morselli, Cristina Sabena
      Pages 77-92

    4. Supporting Online E-Assessment of Problem Solving: Resources and Constraints

      • Galit Nagari-Haddif, Michal Yerushalmy
      Pages 93-105

    5. Suggestion of an E-proof Environment in Mathematics Education

      • Melanie Platz, Miriam Krieger, Engelbert Niehaus, Kathrin Winter
      Pages 107-120

  5. Statistical Models for Formative Assessment

    1. Front Matter

      Pages 121-121
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    2. Cognitive Diagnostic Assessment: An Alternative Mode of Assessment for Learning

      • Carolyn Jia Ling Sia, Chap Sam Lim
      Pages 123-137

    3. Validating and Vertically Equating Problem-Solving Measures

      • Jonathan D. Bostic, Toni A. Sondergeld
      Pages 139-155

  6. Engaging Teachers in Formative Assessment

    1. Front Matter

      Pages 157-157
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    2. French Primary Teachers’ Assessment Practices: Nature and Complexity of Assessment Tasks

      • Nathalie Sayac
      Pages 159-178

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

      • Melissa Andrade-Molina, Leonora Díaz Moreno
      Pages 179-191

    4. Formative Assessment and Mathematics Teaching: Leveraging Powerful Linkages in the US Context

      • Megan Burton, Edward A. Silver, Valerie L. Mills, Wanda Audrict, Marilyn E. Strutchens, Marjorie Petit
      Pages 193-205

    5. Designing for Formative Assessment: A Toolkit for Teachers

      • David Wright, Jill Clark, Lucy Tiplady
      Pages 207-228
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Keywords

About this book

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.

Reviews

“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)

Editors and Affiliations

  • Department of Teaching and Learning, University of South Florida, Tampa, USA

    Denisse R. Thompson

  • Auburn University, Auburn, USA

    Megan Burton

  • University of Turin, Turin, Italy

    Annalisa Cusi

  • Research Center for Learning and Teaching, Newcastle University, Newcastle upon Tyne, United Kingdom

    David Wright

Bibliographic Information

  • Book Title: Classroom Assessment in Mathematics

  • Book Subtitle: Perspectives from Around the Globe

  • Editors: Denisse R. Thompson, Megan Burton, Annalisa Cusi, David Wright

  • Series Title: ICME-13 Monographs

  • DOI: https://doi.org/10.1007/978-3-319-73748-5

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer International Publishing AG 2018

  • Hardcover ISBN: 978-3-319-73747-8Published: 09 March 2018

  • Softcover ISBN: 978-3-030-08851-4Published: 02 February 2019

  • eBook ISBN: 978-3-319-73748-5Published: 01 March 2018

  • Series ISSN: 2520-8322

  • Series E-ISSN: 2520-8330

  • Edition Number: 1

  • Number of Pages: XV, 246

  • Number of Illustrations: 44 b/w illustrations, 1 illustrations in colour

  • Topics: Assessment, Testing and Evaluation, Mathematics Education, Teaching and Teacher Education, International and Comparative Education

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