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Produktbild: Classroom Assessment in Mathematics

Classroom Assessment in Mathematics Perspectives from Around the Globe

Aus der Reihe ICME-13 Monographs

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Beschreibung

Produktdetails

Einband

Gebundene Ausgabe

Erscheinungsdatum

09.03.2018

Abbildungen

XV, 45 illus., 1 illus. in color., farbige Illustrationen, schwarz-weiss Illustrationen

Herausgeber

Denisse R. Thompson + weitere

Verlag

Springer

Seitenzahl

246

Maße (L/B/H)

24,1/16/2 cm

Gewicht

565 g

Auflage

1st ed. 2018

Sprache

Englisch

ISBN

978-3-319-73747-8

Beschreibung

Rezension

“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)

Produktdetails

Einband

Gebundene Ausgabe

Erscheinungsdatum

09.03.2018

Abbildungen

XV, 45 illus., 1 illus. in color., farbige Illustrationen, schwarz-weiss Illustrationen

Herausgeber

Verlag

Springer

Seitenzahl

246

Maße (L/B/H)

24,1/16/2 cm

Gewicht

565 g

Auflage

1st ed. 2018

Sprache

Englisch

ISBN

978-3-319-73747-8

Herstelleradresse

Springer-Verlag KG
Sachsenplatz 4-6
1201 Wien
AT

Email: [email protected]

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  • Produktbild: Classroom Assessment in Mathematics
  • 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