Description
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 Andr Revuz, France 12. Assessing Visualization: An Analysis of Chilean Teachers’ Guidelines Melissa A ndrade-Molina, Chile Leonora Daz 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
