There is a substantive body of research that indicates formative assessment can significantly improve student learning. Yet, this same research shows that the features of formative assessment that impact student achievement are sadly missing from many classrooms (Black, et al., 2003). This book provides teachers with guidance and suggestions for using formative assessment to improve teaching and learning in the mathematics classroom, and identifies and describes practical techniques teachers can use to build a rich repertoire of formative assessment strategies. The acronym, FACT, is used to label the techniques included in this book. FACT stands for Formative Assessment Classroom Technique. Through the varied use of FACTs, explicitly tied to a purpose for gathering information about or promoting studentsÆ thinking and learning, teachers can focus on what works best for learning and design or modify lessons to fit the needs of the students. INDICE: PrefaceAcknowledgmentsAbout the Authors1. 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 Classroom2. 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 Learning3. 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 FACTs4. 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 SortAppendix: Annotated Resources for Mathematics Formative AssessmentReferencesIndex
- ISBN: 978-1-4129-6811-9
- Editorial: Corwin
- Encuadernacion: Cartoné
- Páginas: 256
- Fecha Publicación:
- Nº Volúmenes: 1
- Idioma: