Classroom Assessment in Mathematics

Designing for formative assessment: A toolkit for teachers. In D. R. Thompson, M. Burton, A. Cusi, & D. Wright (Eds.), Classroom assessment in mathematics: Perspectives from around the globe (pp. 207–228).

Author: Denisse R. Thompson

Publisher: Springer

ISBN: 9783319737485

Category: Education

Page: 246

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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.
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Standards based Mathematics Assessment in Middle School

This volume takes an in-depth look at the problems and practices involved in conducting formative assessments in middle school mathematics classrooms.

Author: Thomas A. Romberg

Publisher: Teachers College Press

ISBN: 0807744816

Category: Education

Page: 274

View: 339

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This volume takes an in-depth look at the problems and practices involved in conducting formative assessments in middle school mathematics classrooms. In these chapters, researchers and teachers identify the challenges teachers faced as they attempted to implement new assessment procedures, moving from more traditional methods to an emphasis in the quality of student work. This authoritative book: Documents the shift from traditional ways of judging student performance (tests to measure what students know) to reform notions of mathematical literacy (documenting students' growth in understanding specific content domains); Discusses four key steps in the change process that helped teachers to accomplish the necessary shift in assessment practices. Includes two chapters written by teachers that describe their personal experiences with implementing these new practices in the classroom and outlines a professional development program that evolved as a consequence of the work done by the teachers and students discussed in this book.
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Assessment in Mathematics Education

This book provides an overview of current research on a variety of topics related to both large-scale and classroom assessment.

Author: Christine Suurtamm

Publisher: Springer

ISBN: 9783319323947

Category: Education

Page: 38

View: 539

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This book provides an overview of current research on a variety of topics related to both large-scale and classroom assessment. First, the purposes, traditions and principles of assessment are considered, with particular attention to those common to all levels of assessment and those more connected with either classroom or large-scale assessment. Assessment design based on sound assessment principles is discussed, differentiating between large-scale and classroom assessment, but also examining how the design principles overlap. The focus then shifts to classroom assessment and provides specific examples of assessment strategies, before examining the impact of large-scale assessment on curriculum, policy, instruction, and classroom assessment. The book concludes by discussing the challenges that teachers currently face, as well as ways to support them. The book offers a common language for researchers in assessment, as well as a primer for those interested in understanding current work in the area of assessment. In summary, it provides the opportunity to discuss large-scale and classroom assessment by addressing the following main themes: ·Purposes, Traditions and Principles of Assessment ·Design of Assessment Tasks ·Classroom Assessment in Action ·Interactions of Large-Scale and Classroom Assessment ·Enhancing Sound Assessment Knowledge and Practices It also suggests areas for future research in assessment in mathematics education.
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Mathematics Formative Assessment Volume 1

Transform your mathematics instruction with this rich collection of formative assessment techniques Award-winning author Page Keeley and mathematics expert Cheryl Rose Tobey apply the successful format of Keeley’s best-selling Science ...

Author: Page Keeley

Publisher: Corwin Press

ISBN: 9781452269009

Category: Education

Page: 257

View: 590

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Transform your mathematics instruction with this rich collection of formative assessment techniques Award-winning author Page Keeley and mathematics expert Cheryl Rose Tobey apply the successful format of Keeley’s best-selling Science Formative Assessment to mathematics. They provide 75 formative assessment strategies and show teachers how to use them to inform instructional planning and better meet the needs of all students. Research shows that formative assessment has the power to significantly improve learning, and its many benefits include: Stimulation of metacognitive thinking Increased student engagement Insights into student thinking Development of a discourse community
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Handbook of Classroom Assessment

Test development profile of a state-mandated large-scale assessment instrument in mathematics. In T. A. Romberg (Ed.), Mathematics ... Revitalizing classroom assessment: The highest instructional priority, Phi Delta Kappan, 69, 363–368.

Author: Gary D. Phye

Publisher: Academic Press

ISBN: 0080533027

Category: Psychology

Page: 545

View: 225

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The Handbook of Classroom Assessment takes a multi-dimensional approach to classroom assessment. A successful combination of theory and practice, the book emphasizes the assessment of classroom learning within content areas and the development of standards for evaluation. Most chapters are devoted to the assessment of learning and achievement and discuss current theories. The book also features assessment of academic self-concept and subjective well-being in children and adolescents. The Handbook provides successfully field-tested examples of assessment techniques and strategies within the content areas of mathematics, social studies, foreign languages, and the visual arts. Contributing chapter authors share the unique distinction of having backgrounds that include both the development of assessment theory and first hand experience translating theory into practice at the classroom, school site, state, or national level. The book is divided into four sections. Section I discusses the top five theories with respect to what learning is, how it's related to achievement, and how we assess both in the classroom setting. Section II on standardized assessment briefly covers all major standardized achievement tests used in preschool, K-6, and 7-12. Assessment of classroom learning, Section III, presents test instruments and techniques specific to the measurement of math skills, social science skills, and artistic talent across ages and grades. Section IV on classroom practices includes an assessment of general reasoning skills and performance and how to develop a grading philosophy. Key Features * Explains the why, what, and how of classroom assessment * Combines theory and practice for a multidimensional approach to assessment * Presents test instruments and techniques specific to measuring various skills * Uses field-tested examples of assessment techniques * Provides a resource for staff development at the school site
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Classroom Assessment in Mathematics

This book includes a summary of the recommendations of a working conference on classroom assessment in mathematics held in May 1997. The book also includes all of the working papers prepared for that conference.

Author: George W. Bright

Publisher: University Press of Amer

ISBN: STANFORD:36105023121481

Category: Education

Page: 305

View: 518

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This book includes a summary of the recommendations of a working conference on classroom assessment in mathematics held in May 1997. The book also includes all of the working papers prepared for that conference. The recommendations are directed to the research community, directors of teacher enhancement projects, state education agencies, regional and local staff development projects, and institutions of higher education. This conference brought together researchers, acknowledged experts in the field of assessment, and practitioners to focus on an important component of the educational process, namely quality classroom assessment.
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SAGE Handbook of Research on Classroom Assessment

From evidence to action: A seamless process in formative assessment. Educational Measurement: Issues and Practice, 28(3), 24–31. Hodgen, J., & Marshall, B. (2005). Assessment for learning English and mathematics: A comparison.

Author: James H. McMillan

Publisher: SAGE

ISBN: 9781412995870

Category: Education

Page: 577

View: 176

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The Sage Handbook of Research on Classroom Assessment provides scholars, professors, graduate students, and other researchers and policy makers in the organizations, agencies, testing companies, and school districts with a comprehensive source of research on all aspects of K-12 classroom assessment. The handbook emphasizes theory, conceptual frameworks, and all varieties of research (quantitative, qualitative, mixed methods) to provide an in-depth understanding of the knowledge base in each area of classroom assessment and how to conduct inquiry in the area. It presents classroom assessment research to convey, in depth, the state of knowledge and understanding that is represented by the research, with particular emphasis on how classroom assessment practices affect student achieventment and teacher behavior. Editor James H. McMillan and five Associate Editors bring the best thinking and analysis from leading classroom assessment researchers on the nature of the research, making significant contributions to this prominent and hotly debated topic in education.
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Assessment in the Mathematics Classroom

The third in the series of yearbooks by the Association of Mathematics Educators in Singapore, Assessment in the Mathematics Classroom is unique as it addresses a focused theme on mathematics education.

Author: Berinderjeet Kaur

Publisher: World Scientific

ISBN: 9789814360975

Category: Mathematics

Page: 304

View: 845

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The third in the series of yearbooks by the Association of Mathematics Educators in Singapore, Assessment in the Mathematics Classroom is unique as it addresses a focused theme on mathematics education. The objective is to encourage teachers and researchers to include assessment of non-cognitive attributes and to use techniques in addition to paper-and-pencil tests that focus on typical problems.Several renowned international researchers in the field have published their work in the book. The thirteen chapters of the book illustrate evidence-based practices that school teachers and researchers can experiment in their lessons to bring about meaningful learning outcomes. A recurring theme in most chapters is the widely circulated notions of formative assessment and assessment for learning. The book makes a significant contribution towards assessment in mathematics. It is a good resource for research students and a must-read mathematics educators.
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CliffsNotes TExES Math 4 8 115 and Math 7 12 235

Mathematical. Assessments. Effective teachers integrate assessment into everyday classroom practice and real contexts. Alternative assessments employ multiple measures, including more authentic classroom assessments of students such as ...

Author: Sandra Luna McCune

Publisher: Houghton Mifflin Harcourt

ISBN: 9780358129967

Category: Study Aids

Page: 435

View: 874

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CliffsNotes TExES Math 4-8 (115) and Math 7-12 (235) is the perfect way to study for Texas’ middle school and high school math teacher certification tests. Becoming a certified middle school math teacher and high school math teacher in Texas means first passing the TExES Math 4-8 (115) teacher certification test for middle school teachers or the TExES Math 7-12 (235) teacher certification test for high school teachers. This professional teacher certification test is required for all teachers who want to teach math in a Texas middle or high school. Covering each test’s six domains and individual competencies with in-depth subject reviews, this test-prep book also includes two model practice tests with answers and explanations for the Math 4-8 and two model practice tests with answers and explanations for the Math 7-12. Answer explanations detail why correct answers are correct, as well as what makes incorrect answer choices incorrect.
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