By Christine Suurtamm, Denisse R. Thompson, Rae Young Kim, Leonora Diaz Moreno, Nathalie Sayac, Stanislaw Schukajlow, Edward Silver, Stefan Ufer, Pauline Vos
This booklet offers an outline of present examine on a number of themes concerning either large-scale and lecture room evaluate. First, the needs, traditions and ideas of overview are thought of, with specific consciousness to these universal to all degrees of overview and people extra hooked up with both school room or large-scale review. evaluate layout in keeping with sound evaluation ideas is mentioned, differentiating among large-scale and school room review, but in addition studying how the layout ideas overlap. the point of interest then shifts to lecture room review and gives particular examples of review innovations, prior to interpreting the effect of large-scale evaluation on curriculum, coverage, guideline, and lecture room evaluate. The booklet concludes by means of discussing the demanding situations that lecturers at the moment face, in addition to how one can help them.
The e-book bargains a standard language for researchers in review, in addition to a primer for these drawn to figuring out present paintings within the zone of overview. In precis, it presents the chance to debate large-scale and school room evaluation by means of addressing the next major themes:
·Purposes, Traditions and ideas of Assessment
·Design of evaluation Tasks
·Classroom evaluation in Action
·Interactions of Large-Scale and school room Assessment
·Enhancing Sound evaluate wisdom and Practices
It additionally indicates components for destiny study in overview in arithmetic schooling.
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Extra info for Assessment in Mathematics Education: Large-Scale Assessment and Classroom Assessment
Designing assessment for quality learning (pp. 325–336). Dordrecht, The Netherlands: Springer. , & Torrance, N. (2000). Embedding accountability and improvement into large-scale assessment: What difference does it make? Peabody Journal of Education, 75(4), 114–141. Elrod, M. , & Strayer, J. F. (2015). Using an observational rubric to facilitate change in undergraduate classroom norms. In C. Suurtamm & A. ), Annual perspectives in mathematics education: Assessment to enhance teaching and learning (pp.
Clements, A. Bishop, C. Keitel-Kreidt, J. Kilpatrick, & F. ), Third international handbook of mathematics education (pp. 721–751). New York, NY: Springer Science & Business Media. This chapter presents a detailed discussion of the constraints and affordances with respect to assessment that need to be considered as technology becomes an increasing component of mathematics teaching and learning. Stylianou, D. , Kenney, P. , Silver, E. , & Alacaci, C. (2000). Gaining insight into students’ thinking through assessment tasks.
All three of these outcomes provided an important link between the external assessment and actual classroom practice that could inform future instruction. Brodie (2013) discusses an extension of the work of Shalem, Sapire, and Huntley in the South African context. In the Data Informed Practice Improvement Project, teachers work in professional learning communities to analyse test items, interview students, map curriculum to assessments, identify concepts underlying errors, and then read and discuss relevant research.