Giving and receiving feedback on mathematics tasks: Insights gleaned from exploring teachers' and students' perspectives (abstract)

Enhancing Teacher Training in Mathematics Education: A Model for a Semiotic Approach to Feedback and Interpretative Knowledge (abstract)

Exploring formative assessment and peer feedback in technology-enhanced mathematics learning environments through bar model virtual manipulatives (abstract)

Exploring metrics: elementary mathematics teachers' evaluation of digital geometry assessment activities (abstract)

Using e-assessment for interactive example-generation tasks (abstract)

Conception of two informative tutoring feedback strategies for mathematical tasks with STACK (abstract)

Students’ experiences with automated final answer diagnoses for mathematics tasks (abstract)

A mathematics teacher’s implementation of formative assessment: Overcoming obstacles with adaptive professional development support (abstract)

Expert design and implementation of effective classroom discussions for formative assessment (abstract)

The students' use of visual representation for stimulating their metacognitive strategies: Teachers' perspectives (abstract)

Assessment in the mathematics classroom in relation to how students are in(ex)cluded in mathematics (abstract)

The importance of formative assessment in developing student teachers’ teaching practice (abstract)

Perceptions of Effective Formative Feedback: A comparative Analysis Between Undergraduate Students and Mathematics Lectures (abstract)

Design of tasks for assessing Diophantine equations on the new Mexican School (abstract)

The role of elicitation in formative assessment (abstract)

Exploring instrumental orchestration practices in the context of formative assessment with technology (abstract)

Self-assessment in long-term problem solving STEM contexts (abstract)

Formative assessment: quick surprise quizzes online in class in mathematics higher education (abstract)

Professionalising teachers with a digital formative assessment tool: a case study of the SMART tests (abstract)

Leveraging formative assessment to develop students’ mathematical reasoning through images and student generated language (abstract)

Designing with the Teaching for Robust Understanding framework: indicators for the activation and realization of formative assessment strategies (abstract)

Evaluating the reliability of a framework for mathematical activities using generalizability theory (abstract)

Validity objections to comparative judgement (abstract)

Contextuality of Application Tasks in Large-Scale Summative Assess-ments at Lower Competence Levels for Lower Secondary Education (abstract)

Development and validation of a three-dimensional framework for classification of authentic tasks in mathematics (abstract)

Assessment by skills of an interdisciplinary project in which mathematics is the common thread. (abstract)

Open-ended items in digital formative assessments: Decision Trees as (AI-compatible) approach to reliably code students’ understanding? (abstract)

The potential of AI: generating answers for multiple-choice questions using ChatGPT (abstract)

Secondary mathematics teachers’ experiences of using ChatGPT to design probability and statistics assessment items (abstract)

Assessment through mathematical problem-posing (abstract)

Students’ feedback process using automated post-submission report in their modeling process (abstract)

Analytical readings’ method as a tool to assess the word problem-solving process involving rational numbers (abstract)

Effects of a teacher professional development program in formative assessment on teachers’ conceptions of feedback and assessment and their self-reported feedback practices (abstract)

From automatic diagnosis to lesson plannings: how teachers use elements of a digital formative assessment tool (abstract)

Mathematics teacher educators' microteaching implementations: selection of settings and approaches to assessment and feedback for prospective classroom teachers (abstract)

Large language models as formative assessment and feedback tools? – A systematic report (abstract)

Examining ChatGPT responses to TPCK assessment items (abstract)

GeoGebra pop-up notification as formative feedback for learning computational thinking in mathematics lessons (abstract)

Assessment of students’ learning mathematics with technology using video-based activities in an online course (abstract)

CLASSIFICATION tasks as basis for assessment – Family resemblance as principle for choosing mathematical objects (abstract)

Unravelling (Mis)conceptions about Algebraic Letters: Exploring Response Patterns in the 'Meaning of Letters' SMART-test using Latent Class Analysis (abstract)

Student agency in mathematics assessment: passive targets or active agents? (abstract)

Students’ instrumentalizations of hints and automated feedback in their task solution process when learning mathematics with a digital curriculum resource (abstract)

Combining self-assessment and automatic-assessment – a mixed methods study (abstract)

Certainty-based marking as feedback in the context of formative assessment in mathematics lessons at school (abstract)

Advancing assessment in fractions: designing and implementing formative proficiency tasks (abstract)

Formative feedback in problem-solving lessons in German primary schools (abstract)

Enacting assessment accommodations in an inclusive formative practice: The case of color-coding (abstract)

Peer assessment in an undergraduate geometry course: Fostering proof competency in teacher students (abstract)

Fostering technology-enhanced formative assessment in Euclidean geometry proving through graded peer tutoring roles (abstract)

Elaborated feedback for interpreting graphs in Secondary Education (abstract)