*This book consists of 13 papers developed by participants in the ICME 13 Topic Study Group 40 on Classroom Assessment.*

**Author**: Denisse R. Thompson

**Publisher:** Springer

**ISBN:** 9783319737485

**Category:** Education

**Page:** 246

**View:** 225

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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.
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.
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.
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.
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. Contents:Introduction: Assessment Matters (Khoom Yoong Wong & Berinderjeet Kaur)Using a Multi-Dimensional Approach to Understanding to Assess Students' Mathematical Knowledge (Denisse R Thompson & Berinderjeet Kaur)Assessing Problem Solving in the Mathematics Curriculum: A New Approach (Tin Lam Toh, Khiok Seng Quek, Yew Hoong Leong, Jaguthsing Dindyal & Eng Guan Tay)Assessing Conceptual Understanding in Mathematics with Concept Mapping (Haiyue Jin & Khoon Yoong Wong)Using Journal Writing to Empower Learning (Berinderjeet Kaur & Chun Ming Eric Chan)Implementing Alternative Assessment in the Lower Primary Mathematics Classroom (Kai Kow Joseph Yeo)Open-Ended Tasks and Assessment: The Nettle or the Rose (David J Clarke)Using ICT to Improve Assessment (Marja van den Heuvel-Panhuizen, Angeliki Kolovou & Marjolijn Peltenburg)The Assessment for, of and as Learning in Mathematics: The Application of SLOA (Mo Ching Magdalena Mok)Building Bridges Between Large-Scale External Assessment and Mathematics Classrooms: A Japanese Perspective (Yoshinori Shimizu)Errors in Mathematics Assessment Items Written by Pre-Service Teachers (Jaguthsing Dindyal)Affective Assessment in the Mathematics Classroom: A Quick Start (Eng Guan Tay, Khiok Seng Quek & Tin Lam Toh)Implementing Self-Assessment to Develop Reflective Teaching and Learning in Mathematics (Lianghuo Fan) Readership: Mathematics educators, research students and mathematics teachers. Keywords:Mathematics;Assessment of Learning;Assessment as Learning;Assessment for Learning;Cognitive Domain;Affective Domain;Alternative Assessment
Exploring classroom assessment in mathematics: guidelines for professioanl development.
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.
The Classroom Mathematics Inventory, (CMI) is an informal assessment for use in evaluating students understanding and ability across the range of the elementary mathematics curriculum. Similar to an informal reading inventory, the CMI is an informal classroom assessment tool meant to spark conversations between teacher and student regarding the student's understanding, skills, and attitudes. Using the scripted protocols and included manipulatives, the CMI aids teachers in determining students' performance across the strands of mathematics including: number; extended work with number; algebra; geometry; measurement; and data analysis, statistics, and probability. Additionally, protocols address students' attitudes and mathematical dispositions, as well as their mathematical processes such as problem solving.

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*This book consists of 13 papers developed by participants in the ICME 13 Topic Study Group 40 on Classroom Assessment.*

**Author**: Denisse R. Thompson

**Publisher:** Springer

**ISBN:** 9783319737485

**Category:** Education

**Page:** 246

**View:** 225

*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:** 319

*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:** 668

**Author**: Noraini Idris

**Publisher:**

**ISBN:** 9833850383

**Category:** Mathematical ability

**Page:** 204

**View:** 660

*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:** 3319323938

**Category:** Education

**Page:** 38

**View:** 208

*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:** 9789814458351

**Category:** Mathematics

**Page:** 304

**View:** 636

*Exploring classroom assessment in mathematics: guidelines for professioanl development.*

**Author**: Deborah Bryant

**Publisher:** National Council of Teachers of

**ISBN:** STANFORD:36105023060226

**Category:** Mathematics

**Page:** 59

**View:** 200

*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:** 3319323938

**Category:** Education

**Page:** 38

**View:** 935

**Author**: Patricia L. S. Southcott

**Publisher:**

**ISBN:** OCLC:829704307

**Category:** Mathematics

**Page:** 86

**View:** 316

*Praise for Classroom Mathematics Inventory for Grades K-6 "This book is a valuable resource for teachers to use when assessing mathematics attitudes, disposition, reasoning processes, conceptual understanding, and computational proficiency.*

**Author**: Andrea M. Guillaume

**Publisher:** Allyn & Bacon

**ISBN:** UVA:X004804716

**Category:** Education

**Page:** 291

**View:** 511

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