Embedding Formative Assessment in the Mathematics Classroom Through Writing, Discourse, and the Use of Digital Tools: Embedding Formative Assessment in the Mathematics Classroom

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Author(s): Christie Sullivan Martin (University of South Carolina, USA)and Drew Polly (University of North Carolina, Charlotte, USA)
Copyright: 2020
Pages: 12
Source title: Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms
Source Author(s)/Editor(s): Christie Martin (University of South Carolina, USA), Drew Polly (University of North Carolina, Charlotte, USA)and Richard Lambert (University of North Carolina, Charlotte, USA)
DOI: 10.4018/978-1-7998-0323-2.ch010

Keywords: Education / Information Science Reference / K-12 Education / Learning Assessment and Measurement

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Abstract

Formative assessment in mathematics involves a multi-faceted process of determining what data to collect, collecting data, analyzing data, and interpreting data to make and implement future instructional decisions. In this chapter we describe two separate efforts; one where the first author served a classroom teacher and used various writing activities in the process of formative assessment, and one where hundreds of teachers in North Carolina completed a year-long professional development project focused on the use of the digital formative assessment tool, AMC Anywhere, and related instructional materials. Implications for these projects include a need to provide ongoing support in all aspects of the formative assessment process so that teachers see each aspect as part of a larger picture.

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Embedding Formative Assessment in the Mathematics Classroom Through Writing, Discourse, and the Use of Digital Tools: Embedding Formative Assessment in the Mathematics Classroom

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