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Dylan Wiliam is an emeritus professor of educational assessment at the Institute of Education at the University of London. ...am (2009)|Developing the theory of formative assessment]]. ''[[Educational Assessment, Evaluation and Accountability]]'', 21(1), 5–31. doi:10.1007/s11092-008-9

...In [[Thomas Romberg|T. A. Romberg]] (Ed.), ''[[Standards-based mathematics assessment in middle school: Rethinking classroom practice]]'' (pp. 223–235). New Yo

{{Title|Working Inside the Black Box: Assessment for Learning in the Classroom}} ...Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. ''Phi Delta Kappan'', 86(1), 9–22. doi:10.

...thematics Teachers' Instructional Practice Using the Instructional Quality Assessment}} ...hematics-Teachers\_-Instructional-Practice-Using-the-Instructional-Quality-Assessment/

...In [[Thomas Romberg|T. A. Romberg]] (Ed.), ''[[Standards-based mathematics assessment in middle school: Rethinking classroom practice]]'' (pp. 223–235). New Yo

[[Jan de Lange|de Lange, J.]] (2007). [[de Lange (2007)|Aspects of the art of assessment design]]. In [[Alan Schoenfeld|A. H. Schoenfeld]] (Ed.), ''[[Assessing math ...In [[Thomas Romberg|T. A. Romberg]] (Ed.), ''[[Standards-based mathematics assessment in middle school: Rethinking classroom practice]]'' (pp. 223–235). New Yo

...design of instructional sequences: Teacher developed support for formative assessment]]. In [[Hafize Keser|H. Keser]], [[Zehra Özcinar|Z. Özcinar]], & [[Sezer ...Webb, D. C.]] (2009). [[Webb (2009)|Designing professional development for assessment]]. ''[[Educational Designer]]'', 1(2), 1–26. Retrieved from http://www.ed

...ctional Materials: Making the Knowledge Base on Learning, Instruction, and Assessment Usable for Educational Practice}}

...In [[Thomas Romberg|T. A. Romberg]] (Ed.), ''[[Standards-based mathematics assessment in middle school: Rethinking classroom practice]]'' (pp. 223–235). New Yo

...thematics teachers' instructional practice using the instructional quality assessment]]. ''[[Journal for Research in Mathematics Education]]'', 46(3), 270–279.

|6-12 || [[Mathematics Assessment Project]] || [[Mathematics Assessment Resource Service]] (MARS)

...r teaching, task analysis, discourse facilitation practices, and formative assessment. We contend that by unifying various teaching frameworks around the science [[Category:Formative Assessment]]

...tiquing their measures of the focus of the standards and the absence of an assessment of coherence. The authors then consider whether the standards are an improv ...tiquing their measures of the focus of the standards and the absence of an assessment of coherence. The authors then consider whether the standards are an improv

David Wees is a formative assessment specialist for New Visions for Public Schools in New York, New York. David

Part V: Assessment <li>[[Wiliam (2007)|Keeping Learning on Track: Classroom Assessment and the Regulation of Learning]] by [[Dylan Wiliam]]</li>

...ype was not a significant predictor of student achievement on the Balanced Assessment in Mathematics (BAM) or TerraNova Survey (TNS) after controlling for studen ...ype was not a significant predictor of student achievement on the Balanced Assessment in Mathematics (BAM) or TerraNova Survey (TNS) after controlling for studen

...uctionally focused urban districts. Results from the Instructional Quality Assessment identified high percentages of lessons featuring cognitively challenging ta

...instruction and learning. This article describes the Instructional Quality Assessment (IQA) Mathematics Toolkit and examines its ability to identify the nature a

...(c) changes in students' understanding and performance over time. Written assessment data were collected from 81 students at four time points over a 3-year peri

...s, consistent understandings and adherence to precise meanings, and proper assessment and investigation of specific belief constructs. Implications of findings a

Part 3: The Role of Assessment in Teaching and Learning <li>Assessment in Mathematics Classrooms, K-8 by [[Norman Webb]] (University of Wisconsin,

Assessment <li>Assessment in the United States and Canada: An Outsider's Perspective by [[Max Stephen

** Assessment

...of cognitively challenging mathematical tasks. Data consist of a pre/post-assessment of teachers' knowledge of the cognitive demands of mathematical tasks and v

...mmunity" are central in current debates about curriculum, instruction, and assessment. Many believe that teaching and learning would be improved if classrooms we

# [[Assessment in the Mathematics Classroom (1993 NCTM Yearbook)|Assessment in the Mathematics Classroom]] (1993)

.... (2012). An urban partnership rooted in putting principles of a formative assessment system into practice. In J. M. Bay-Williams & W. R. Speer (Eds.), ''[[Profe

<li>[[Lott et al. (2003)|Curriculum and Assessment in ''SIMMS Integrated Mathematics'']] by [[Johnny Lott]], [[James Hirstein]

<li>A Tool for the Teaching Principle: Professional Development ''Through'' Assessment by Sandra Wilcox and Elizabeth M. Jones</li>

<li>[[Wilson & Kenney (2003)|Classroom and Large-Scale Assessment]] by [[Linda Wilson]] and [[Patricia Kenney]]</li>

...les resulted in content explanations, unit overviews, enactment scenarios, assessment supports, and teacher strategy notes. At the time these materials created, ** Assessment advice for beginning and end of lessons

<li>[[Webb (1992)|Assessment of Students' Knowledge of Mathematics: Steps Toward a Theory]] by [[Norman

...rners and students of low socioeconomic status score lower on standardized assessment items than proficient speakers of English ({{Cite|Abedi & Lord|2001}}). ...em, consider this item released from the Grade 4 PARCC test ([http://parcc-assessment.org/images/releaseditems/Grade_04_Math_Item_Set.pdf PARCC, 2016a]):

<li>What We Teach Is What Students Learn: Evidence from National Assessment<br>

<li>Assessment in the Era of Teacher Accountability by [[Peter Kloosterman]] and [[Hugh Bu

<li>An Urban Partnership Rooted in Putting Principles of a Formative Assessment System Into Practice<br>

.... P. (1981). Sex-related differences in mathematics: Results from national assessment. ''[[Mathematics Teacher|The Mathematics Teacher]], 74''(7), 554-559. https

...se of curriculum, materials are designed to promote certain instructional, assessment, and student practices while discouraging the use of others. Often, curricu