Part 1. Assessment in action -- Introduction / Ann Arden and Melissa Boston -- 1. Integrating powerful practices: formative assessment and cognitively demanding mathematics tasks / Edward A. Silver and Margaret S. Smith -- 2. Developing fact fluency : turn off timers, turn up formative assessments / Jennifer M. Bay-Williams and Gina Kling -- 3. Using learning progressions to design instructional trajectories / Min-Joung Kim and Richard Lehrer -- 4. How changes in instruction support changes in assessment: the case of an inclusive STEM-focused school / David Slavit and Tamara Holmlund Nelson -- 5. Classroom-based formative assessments : guiding teaching and learning / Francis (Skip) Fennell, Beth Kobett, and Jonathan A. Wray -- Part II. Design of Assessment Tools and Strategies -- Introduction / Denisse R. Thompson -- 6. Using task-based interviews to assess early understanding of number / Jenny Young-Loveridge and Brenda Bicknell -- 7. Are standards for mathematical practice overlooked in geometry textbooks' chapter tests? / Ruthmae Sears, Ilyas Karadeniz, Kenneth Butler, and Dix Pettey -- 8. Using an observational rubric to facilitate change in undergraduate classroom norms / Melody Jeane Elrod and Jeremy F. Strayer -- 9. Communal development and evolution of a course rubric for proof writing / Sarah K. Bleiler, Yi-Yin (Winnie) Ko, Sean P. Lee, and Justin D. Boyle -- 10. Secondary teachers' mathematical habits of mind: a paper-and-pencil assessment / Sarah Sword, Ryota Matsuura, Miriam Gates, Jane Kang, Al Cuoco, and Glenn Stevens -- Part III. Professional learning to enhance classroom assessment -- Introduction / Sandra Crespo and Nicole Rigelman -- 11. Developing teachers' ability to be critical consumers of assessments / Patricia D. Hunsader, Denisse R. Thompson, and Barbara Zorin -- 12. Practicing questioning in a professional learning community: a hub of classroom assessment / Ji-Eun Lee, Heather Turner, Colleen Ansara, Jessica Zablocki, Cory Hincks, and Valerie Hanley -- 13. Proficiency-based and problem-based instruction: mutually supporting moves or contradictions? / Nicole Rigelman -- 14. Authentic student work samples support formative assessment in middle school / Kathleen Dempsey, Andrea D. Beesley, Tedra Fazendeiro Clark, and Anne Tweed -- 15. Formative assessment strategies in the secondary mathematics classroom / Richelle Marynowski -- Part IV. Assessment as reasoning from evidence -- Introduction / Edward Silver -- 16. What NAEP tells us about the relationship between classroom assessment practices and student achievement in mathematics / Crystal Y. Walcott, Rick Hudson, Doris Mohr, and N. Kathryn Essex -- 17. Guidelines for analyzing assessment data to inform instruction / Jenny Grant Rankin -- 18. Learning, teaching, and assessing the standards for mathematical practice / Jimmy Scherrer -- 19. Conducting classroom assessment based in cognition: the case of proportional reasoning / Michele B. Carney, Gwyneth R. Hughes, Jonathan L. Brendefur, Angela R. Crawford, and Tatia Totorica -- 20. Embedding formative assessment in curriculum design: a research-based approach / Maryl Gearhart, Geoffrey B. Saxe, Darrell Earnest, Lina Chopra Haldar, Anna McGee, and Yasmin Sitabkhan -- 21. Applying CCSSM's definition of understanding to assess students' mathematical learning / Lillie R. Albert and Rina Kim -- Concluding remarks. Assessment: a powerful focus for the improvement of mathematics instruction / Dylan Wiliam.
Series:
Annual perspectives in mathematics education, 2332-6336 ; 2015
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.