Page D. Keeley & Cheryl Rose Tobey Mathematics Formative Assessment, Volume 1 75 Practical Strategies for Linking Assessment, Instruction, and Learning

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Transform your mathematics instruction with this rich collection of formative assessment techniques

Award-winning author Page Keeley and mathematics expert Cheryl Rose Tobey apply the successful format of Keeley′s best-selling Science Formative Assessment to mathematics. They provide 75 formative assessment strategies and show teachers how to use them to inform instructional planning and better meet the needs of all students. Research shows that formative assessment has the power to significantly improve learning, and its many benefits include:

Stimulation of metacognitive thinking

Increased student engagement

Insights into student thinking

Development of a discourse community

The authors also provide important guidance with each technique, including usage tips and caveats, implementation examples, and suggested modifications. With practical strategies that are relevant for all grades and topic areas, Mathematics Formative Assessment provides the tools to transform teaching and learning in your classroom.

€41.99

Inhaltsverzeichnis

Preface

Acknowledgments

About the Authors

1. An Introduction to Formative Assessment Classroom Techniques (FACTs)

What Does a Formative Assessment?Centered Classroom Look Like?

Why Use FACTs?

How Does Research Support the Use of FACTs?

Classroom Environments That Support Formative Assessment

Connecting Teaching and Learning

Making the Shift to a Formative Assessment-Centered Classroom

2. Integrating FACTs With Instruction and Learning

Integrating Assessment and Instruction

Assessment That Promotes Thinking and Learning

Linking Assessment, Instruction, and Learning: The Mathematics Assessment, Instruction, and Learning Cycle (MAIL Cycle)

Stages in the MAIL Cycle

Engagement and Readiness

Eliciting Prior Knowledge

Exploration and Discovery

Concept and Skill Development

Concept and Procedure Transfer

Self-Assessment and Reflection

Selecting and Using FACTs to Strengthen the Link Between Assessment, Instruction, and Learning

3. Considerations for Selecting, Implementing and Using Data From FACTs

Selecting FACTs

Selecting FACTs to Match Learning Goals

FACTs and the Common Core Standards for Mathematics

Selecting FACTs to Match Teaching Goals

The Critical Importance of Classroom Context in Selecting FACTs

Planning to Use and Implement FACTs

Starting Off With Small Steps

Maintaining and Extending Implementation

Using Data From the FACTs

4. Get the FACTs! 75 Mathematics Formative Assessment Classroom Techniques (FACTs)

#1. A & D Statements

#2. Agreement Circles

#3. Always, Sometimes, or Never True

#4. Card Sorts

#5. CCC: Collaborative Clued Corrections

#6. Comments-Only Marking

#7. Commit and Toss

#8. Concept Attainment Cards

#9. Concept Card Mapping

#10. Concept Cartoons

#11. Create the Problem

#12. Every Graph Tells a Story

#13. Example, Nonexample

#14. Fact-First Questioning

#15. Feedback to Feed-Forward

#16. Fist to Five

#17. Four Corners

#18. Frayer Model

#19. Friendly Talk Probes

#20. Give Me Five

#21. Hot Seat Questioning

#22. Human Scatter Graph

#23. Is It Fair?

#24. I Used to Think . . . But Now I Know . . .

#25. Justified List

#26. Justified True-or-False Statements

#27. K-W-L Variations

#28. Learning Goals Inventory (LGI)

#29. Look Back

#30. Matching Cards

#31. Mathematician′s Ideas Comparison

#32. More A?More B Probes

#33. Muddiest Point

#34. No-Hands Questioning

#35. Odd One Out

#36. Opposing Views Probes

#37. Overgeneralization Probes

#38. Partner Speaks

#39. Pass the Problem

#40. P-E-O Probes (Predict, Explain, Observe)

#41. Peer-to-Peer Focused Feedback

#42. A Picture Tells a Thousand Words

#43. POMS: Point of Most Significance

#44. Popsicle Stick Questioning

#45. PVF: Paired Verbal Fluency

#46. Question Generating

#47. Response Cards

#48. Same A?Same B Probes

#49. Sequencing Cards

#50. Sticky Bars

#51. Strategy Harvest

#52. Strategy Probe

#53. Student Evaluation of Learning Gains

#54. Student Interviews

#55. Terminology Inventory Probe (TIP)

#56. Ten-Two

#57. Thinking Log

#58. Think-Alouds

#59. Think-Pair-Share

#60. Thought Experiments

#61. Three-Minute Pause

#62. 3-2-1

#63. Thumbs Up, Thumbs Down

#64. Traffic Light Cards

#65. Traffic Light Cups

#66. Traffic Light Dots

#67. Two-Minute Paper

#68. Two or Three Before Me

#69. Two Stars and a Wish

#70. Two Thirds Testing

#71. Volleyball, Not Ping-Pong!

#72. Wait Time Variations

#73. What Are You Doing and Why?

#74. Whiteboarding

#75. Word Sort

Appendix: Annotated Resources for Mathematics Formative Assessment

References

Index

Über den Autor

Cheryl Rose Tobey is a senior mathematics associate at Education Development Center (EDC) in Massachusetts. She is the project director for Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) and a mathematics specialist for Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD); both projects are funded by the National Science Foundation (NSF). She also serves as a director of development for an Institute for Educational Science (IES) project, Eliciting Mathematics Misconceptions (EM2). Her work is primarily in the areas of formative assessment and professional development. Prior to joining EDC, Tobey was the senior program director for mathematics at the Maine Mathematics and Science Alliance (MMSA), where she served as the co–principal investigator of the mathematics section of the NSF-funded Curriculum Topic Study, and principal investigator and project director of two Title IIa state Mathematics and Science Partnership projects. Prior to working on these projects, Tobey was the co–principal investigator and project director for MMSA’s NSF-funded Local Systemic Change Initiative, Broadening Educational Access to Mathematics in Maine (BEAMM), and she was a fellow in Cohort 4 of the National Academy for Science and Mathematics Education Leadership. She is the coauthor of six published Corwin books, including seven books in the Uncovering Student Thinking series (2007, 2009, 2011, 2013, 2014), two Mathematics Curriculum Topic Study resources (2006, 2012), and Mathematics Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction and Learning (2011). Before joining MMSA in 2001 to begin working with teachers, Tobey was a high school and middle school mathematics educator for ten years. She received her BS in secondary mathematics education from the University of Maine at Farmington and her MEd from City University in Seattle. She currently lives in Maine with her husband and blended family of five children.

Sprache Englisch ● Format EPUB ● Seiten 256 ● ISBN 9781452269443 ● Dateigröße 2.2 MB ● Verlag SAGE Publications ● Ort Thousand Oaks ● Land US ● Erscheinungsjahr 2011 ● Ausgabe 1 ● herunterladbar 24 Monate ● Währung EUR ● ID 5352976 ● Kopierschutz Adobe DRM

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