Classroom Assessment in Mathematics: Perspectives from Around the Globe (ICME-13 Monographs)

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