Classroom Assessment in Mathematics: Perspectives from Around the Globe

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

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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