“This book provides a resourceful information about the formative assessment in the field of math education. As a new and developing concept, formative assessment needs to be studied and addressed from more perspectives. This volume is a good start. Teachers, researchers, educators, policy makers can take this book as a resource to consider in what way formative assessment can be better used as an integral instrument to promote students’ learning of math.” (Bingqian Wei, MAA Reviews, November 29, 2018)

• Preface.- Section I. Introduction to the Volume.- 1. Formative Assessment: A Critical Component of the Teaching-Learning Process.- Section II. Examples of Classroom Assessment in Action.- 2. Formative Assessment Lessons.- 3. Observations and Conversations as Assessment in Secondary Mathematics.- 4. Using Self-Assessment for Individual Practice in Math Classes.- Section III. Technology as a Tool for Classroom Assessment.- 5. Using a Digital Flip Camera: A Useful Assessment Tool in Mathematics Lessons.- 6. The Use of Digital Technologies to Enhance Formative Assessment Processes.- 7. Resources and Constraints Designed to Support Online e-Assessment of Problem Solving.- 8. Suggestion of an E-Proof Environment in Mathematics Education.- Section IV. Statistical Models for Formative Assessment.- 9. Cognitive Diagnostic Assessment (CDA): An Alternative Mode of Assessment for Learning.- 10. Validating and Vertically Equating Problem-Solving Measures.- Section V. Engaging Teachers in FormativeAssessment.-  11. Assessment in Mathematics: A French Study Based on a Didactic Approach.-  12. Assessing Visualization: An Analysis of Chilean Teachers’ Guidelines.-  13. Formative Assessment and Mathematics Teaching: Leveraging Powerful Linkages in the US Context.- 14. Designing for Formative Assessment: A Toolkit for Teachers.- Section VI. Conclusion.- 15. Looking to the Future: Lessons Learned and Ideas for Further Research.

“This book provides a resourceful information about the formative assessment in the field of math education. As a new and developing concept, formative assessment needs to be studied and addressed from more perspectives. This volume is a good start. Teachers, researchers, educators, policy makers can take this book as a resource to consider in what way formative assessment can be better used as an integral instrument to promote students’ learning of math.” (Bingqian Wei, MAA Reviews, November 29, 2018)

• Preface.- Section I. Introduction to the Volume.- 1. Formative Assessment: A Critical Component of the Teaching-Learning Process.- Section II. Examples of Classroom Assessment in Action.- 2. Formative Assessment Lessons.- 3. Observations and Conversations as Assessment in Secondary Mathematics.- 4. Using Self-Assessment for Individual Practice in Math Classes.- Section III. Technology as a Tool for Classroom Assessment.- 5. Using a Digital Flip Camera: A Useful Assessment Tool in Mathematics Lessons.- 6. The Use of Digital Technologies to Enhance Formative Assessment Processes.- 7. Resources and Constraints Designed to Support Online e-Assessment of Problem Solving.- 8. Suggestion of an E-Proof Environment in Mathematics Education.- Section IV. Statistical Models for Formative Assessment.- 9. Cognitive Diagnostic Assessment (CDA): An Alternative Mode of Assessment for Learning.- 10. Validating and Vertically Equating Problem-Solving Measures.- Section V. Engaging Teachers in FormativeAssessment.-  11. Assessment in Mathematics: A French Study Based on a Didactic Approach.-  12. Assessing Visualization: An Analysis of Chilean Teachers’ Guidelines.-  13. Formative Assessment and Mathematics Teaching: Leveraging Powerful Linkages in the US Context.- 14. Designing for Formative Assessment: A Toolkit for Teachers.- Section VI. Conclusion.- 15. Looking to the Future: Lessons Learned and Ideas for Further Research.

“This book provides a resourceful information about the formative assessment in the field of math education. As a new and developing concept, formative assessment needs to be studied and addressed from more perspectives. This volume is a good start. Teachers, researchers, educators, policy makers can take this book as a resource to consider in what way formative assessment can be better used as an integral instrument to promote students’ learning of math.” (Bingqian Wei, MAA Reviews, November 29, 2018)

• Preface.- Section I. Introduction to the Volume.- 1. Formative Assessment: A Critical Component of the Teaching-Learning Process.- Section II. Examples of Classroom Assessment in Action.- 2. Formative Assessment Lessons.- 3. Observations and Conversations as Assessment in Secondary Mathematics.- 4. Using Self-Assessment for Individual Practice in Math Classes.- Section III. Technology as a Tool for Classroom Assessment.- 5. Using a Digital Flip Camera: A Useful Assessment Tool in Mathematics Lessons.- 6. The Use of Digital Technologies to Enhance Formative Assessment Processes.- 7. Resources and Constraints Designed to Support Online e-Assessment of Problem Solving.- 8. Suggestion of an E-Proof Environment in Mathematics Education.- Section IV. Statistical Models for Formative Assessment.- 9. Cognitive Diagnostic Assessment (CDA): An Alternative Mode of Assessment for Learning.- 10. Validating and Vertically Equating Problem-Solving Measures.- Section V. Engaging Teachers in FormativeAssessment.-  11. Assessment in Mathematics: A French Study Based on a Didactic Approach.-  12. Assessing Visualization: An Analysis of Chilean Teachers’ Guidelines.-  13. Formative Assessment and Mathematics Teaching: Leveraging Powerful Linkages in the US Context.- 14. Designing for Formative Assessment: A Toolkit for Teachers.- Section VI. Conclusion.- 15. Looking to the Future: Lessons Learned and Ideas for Further Research.