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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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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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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 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

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