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EDSE 5330: Assessment of Learning in Mathematics Education: Suggested Readings

Useful library information for EDSE 5330, Assessment of Learning in Mathematics Education, Dr. Colleen Eddy

Suggested Readings for EDSE 5330

Andrade, H. L. (2010). Students as the definitive source of culminating demonstrations of mastery. In G. L. Cizek and H. L. Andrade (Eds.), Handbook of formative assessment (pp. 90-105). New York: Routledge.

Black, P. (2001). Dreams, strategies and systems: portraits of assessment past, present and future. Assessment In Education: Principles, Policy & Practice, 8(1), 65-85. doi:10.1080/09695940120033261

Black, P. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 9.

Black, P., & Harrison, C. (2001). Feedback in questioning and marking: The science teacher's role in formative assessment. School Science Review, 82(301), 55-61. 

Black, P., Harrison, C., Lee C., Marshall B., Wiliam D. (2003). Assessment for learning: Putting it into practice. New York, NY: Open University Press.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7.

Black, P., & Wiliam, D. (2003). In praise of educational research: Formative assessment. British Educational Research Journal, 29(5), 623-637.

Black, P., & Wiliam, D. (2004). The formative purpose: Assessment must first promote learning. Yearbook of the National Society for the Study of Education, 103(2), 20-50.

Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation & Accountability, 21(1), 5-31.

Bloom, B. (1956). Taxonomy of educational objectives:  The classification of educational goals (1st ed.). Harlow, Essex England: Longman Group.

Brookhart, S. (2008). Feedback that Fits. Educational Leadership, 65(4), 54-59.

Cizek, G. J. (2010). An introduction to formative assessment: History, characteristics, and challenges. In G. L. Cizek and H. L. Andrade (Eds.), Handbook of formative assessment (pp. 3-17). New York: Routledge.

Ginsburg, H. (1997). Entering the child’s mind: The clinical interview in psychological research and practice. New York: Cambridge Press.

Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2), 140.

Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Thousand Oaks, CA: Corwin.

Heritage, M., Kim, J., Vendlinski, T., & Herman, J. (2009). From evidence to action: A seamless process in formative assessment? Educational Measurement: Issues & Practice, 28(3), 24-31. 

Jacobs, V. (1999). How do students think about statistical sampling before instruction? Mathematics Teaching in the Middle School, 5 (4), pp. 240-263.

Jardine, D. (2006). Piaget and Education: Primer. New York: Peter Lang.

Kirshner, D., & Awtry, T. (2004). Visual salience of algebraic transformations. Journal for Research in Mathematics Education, 35 (4), pp. 224-257.

Martinie, S. (2006). Data analysis and statistics in the middle school. Mathematics Teaching in the Middle School, 12 (1), pp. 48-49.

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom Instruction That Works: Research-based Strategies for Increasing Student Achievement. Association for Supervision and Curriculum Development. Upper Saddler River, NJ: Pearson.

Moss, J.,  & Case, R. (1992). Developing children’s understanding of the rational numbers: A new model and an experimental curriculum. Journal for Research in Mathematics Education, 30 (2), pp. 122-147.

Piaget, J., (1977). The essential Piaget. Gruber, H. E., & Voneche, J., (Eds). New York, NY: Basic Books.

Popham, W. J. (2008). Transformative assessment. Alexandria, VA: Association for Supervision and Curriculum Development.

Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-44.

Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4. 

Shepard, L. A. (2005). Linking formative assessment to scaffolding. Educational Leadership, 63(3), 70.

Stiggins, R. (2006). Assessment for learning: A key to motivation and achievement. Edge: The Latest Information for the Education Practitioner, 2(2) 1-19.

Stiggins, R. (2009). Maximizing the power of formative assessments. Phi Delta Kappan, 90(9), 640.

Stiggins, R. (2010). Essential formative assessment competencies for teachers and school leaders. In G. L. Cizek and H. L. Andrade (Eds.), Handbook of Formative Assessment (pp. 233-250). New York: Routledge.

Stiggins, R., & Chappuis, J. (2005). Using student-involved classroom assessment to close achievement gaps. Theory into Practice, 44(1), 11-18.

Vygotsky, L. S. (1962). Thought and language. Oxford England: Wiley. 
doi:10.1037/11193-000

Wheatley, G., & Reynolds, A. (1996). The construction of abstract units in geometric and numeric settings. Educational Studies in Mathematics, 30 (1), pp. 67-83.

Wiliam, D. (2006). Formative assessment: Getting the focus right. Educational Assessment, 11(3), 283-289. 

Wiliam, D. (2010). An Integrative Summary of the Research Literature and Implications for a New Theory of Formative Assessment. In G. L. Cizek and H. L. Andrade (Eds.), Handbook of formative assessment (pp. 18-40). New York: Routledge.

Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation. 37(2011), 3-14.

Wiliam, D., & Black, P. (1996). Meanings and consequences: A basis for distinguishing formative and summative functions of assessment. British Educational Research Journal, 22(5), 537-48.

Williams, C. G. (1998). Using concept maps to assess conceptual knowledge for function. Journal of Research in Mathematics Education, 29(4), 414-421.

Yin, Y., Shavelson, R. J., Ayala, C. C., Ruiz-Primo, M., Brandon, P. R., Furtak, E. M., Young, D. B. (2008). On the impact of formative assessment on student motivation, achievement, and conceptual change. Applied Measurement in Education, 21(4), 335-359. doi:10.1080/0895734080234784

 

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