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Assessment in Mathematics Education

Large-Scale Assessment and Classroom Assessment

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  • Open Access
  • © 2016

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Overview

  • Reviews the current state of
  • assessment in mathematics education
  • Outlines issues related to the
  • design of assessment tasks and provides examples of design principles from
  • Describes assessment in action, including strategies specifically designed for classroom use
  • Provides examples of models to better support teachers
  • Proposes questions for future research and discussion
  • Includes supplementary material: sn.pub/extras

Part of the book series: ICME-13 Topical Surveys (ICME13TS)

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Table of contents (1 chapter)

Keywords

About this book

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. 

Authors and Affiliations

  • Faculty of Education, University of Ottawa, Ottawa, Canada

    Christine Suurtamm

  • Department of Teaching and Learning, University of South Florida, Tampa, USA

    Denisse R. Thompson

  • Mathematics Education, Ewha Womans University, Seoul, Korea (Republic of)

    Rae Young Kim

  • Departamento de Mathématicas, Universidad de Valparaiso, Valparaíso, Chile

    Leonora Diaz Moreno

  • Val de Marne, Val de Marne, University Paris Est Créteil, Créteil Cedex, France

    Nathalie Sayac

  • Inst Didaktik Mathem. u. d. Info., Westfälische Wilhelms-Universität Münster, Münster, Germany

    Stanislaw Schukajlow

  • University of Michigan, Ann Arbor, USA

    Edward Silver

  • Lehrstuhl für Didaktik der Mathematik, Ludwig-Maximilians-Universität München, München, Germany

    Stefan Ufer

  • Universitetet I Agder, Kristiansand, Norway

    Pauline Vos

Bibliographic Information

  • Book Title: Assessment in Mathematics Education

  • Book Subtitle: Large-Scale Assessment and Classroom Assessment

  • Authors: Christine Suurtamm, Denisse R. Thompson, Rae Young Kim, Leonora Diaz Moreno, Nathalie Sayac, Stanislaw Schukajlow, Edward Silver, Stefan Ufer, Pauline Vos

  • Series Title: ICME-13 Topical Surveys

  • DOI: https://doi.org/10.1007/978-3-319-32394-7

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s) 2016

  • Softcover ISBN: 978-3-319-32393-0Published: 18 July 2016

  • eBook ISBN: 978-3-319-32394-7Published: 07 July 2016

  • Series ISSN: 2366-5947

  • Series E-ISSN: 2366-5955

  • Edition Number: 1

  • Number of Pages: IX, 38

  • Number of Illustrations: 1 b/w illustrations

  • Topics: Mathematics Education, Assessment, Testing and Evaluation, Learning & Instruction, Teaching and Teacher Education

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