Mathematics Formative Assessment 75 Practical Strategies for Linking Assessment, Instruction, and Learning

ISBN-10: 1412968127
ISBN-13: 9781412968126
Edition: 2011
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Book details

List price: $36.95
Copyright year: 2011
Publisher: Corwin Press
Publication date: 9/15/2011
Binding: Paperback
Pages: 256
Size: 7.00" wide x 10.25" long x 0.75" tall
Weight: 1.144

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.

Page Keeley is the senior science program director at the Maine Mathematics and Science Alliance (MMSA). She directs projects in the areas of leadership, professional development, standards and research on learning, formative assessment, and mentoring and coaching, and consults with school districts and organizations nationally. She has been the principal investigator on three NSF-funded projects: the Northern New England Co-Mentoring Network, a school-based mentoring program that supported science and mathematics professional learning communities for middle and high school mentors and new teachers; Curriculum Topic Study- A Systematic Approach to Utilizing National Standards and Cognitive Research; and PRISMS- Phenomena and Representations for Instruction of Science in Middle School, a National Digital Library collection of Web resources aligned to standards and reviewed for instructional quality. In addition she is a co-PI on two statewide projects: Science Content, Conceptual Change, and Collaboration (SC4), a state MSP focused on conceptual change teaching in the physical sciences for K8 teachers and a National SemiConductor Foundation grant on Linking Science, Inquiry, and Language Literacy (L-SILL). Keeley is the author of ten nationally published books, including four books in the Curriculum Topic Study series (Corwin Press), four volumes in the Uncovering Student Ideas in Science: 25 Formative Assessment Probes series (NSTA Press), Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning (Corwin and NSTA Press), and Mathematics Formative Assessment: 50 Practical Strategies for Linking Assessment, Instruction, and Learning (in press).Keeley taught middle and high school science for 15 years. At that time she was an active teacher leader at the state and national level. She received the Presidential Award for excellence in Secondary Science Teaching in 1992 and the Milken National Educator Award in 1993. She has served as an adjunct instructor at the University of Maine, is a Cohort 1 Fellow in the National Academy for Science and Mathematics Education Leadership, served as a science literacy leader for the AAAS/Project 2061 Professional Development Program, and has served on several national advisory boards. She is a frequent speaker at national conferences and served as the 63rd President of the National Science Teachers Association (NSTA) for the 2008-09 term.

Preface
Acknowledgments
About the Authors
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
Integrating FACTs With Instruction and Learning
Integrating Assessment and Instruction
Assessment That Promotes Thinking and Learnin
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
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
Get the FACTs! 75 Mathematics Formative Assessment Classroom Techniques (FACTs)
A & D Statements
Agreement Circles
Always, Sometimes, or Never True
Card Sorts
CCC: Collaborative Clued Corrections
Comments-Only Marking
Commit and Toss
Concept Attainment Cards
Concept Card Mapping
Concept Cartoons
Create the Problem
Every Graph Tells a Story
Example, Nonexample
Fact-First Questioning
Feedback to Feed-Forward
Fist to Five
Four Corners
Frayer Model
Friendly Talk Probes
Give Me Five
Hot Seat Questioning
Human Scatter Graph
Is It Fair?
I Used to Think … But Now I Know …
Justified List
Justified True-or-False Statements
K-W-L Variations
Learning Goals Inventory (LGI)
Look Back
Matching Cards
Mathematician's Ideas Comparison
More A-More B Probes
Muddiest Point
No-Hands Questioning
Odd One Out
Opposing Views Probes
Overgeneralization Probes
Partner Speaks
Pass the Problem
P-E-O Probes (Predict, Explain, Observe)
Peer-to-Peer Focused Feedback
A Picture Tells a Thousand Words
POMS: Point of Most Significance
Popsicle Stick Questioning
PVF: Paired Verbal Fluency
Question Generating
Response Cards
Same A-Same B Probes
Sequencing Cards
Sticky Bars
Strategy Harvest
Strategy Probe
Student Evaluation of Learning Gains
Student Interviews
Terminology Inventory Probe (TIP)
Ten-Two
Thinking Log
Think-Alouds
Think-Pair-Share
Thought Experiments
Three-Minute Pause
3-2-1
Thumbs Up, Thumbs Down
Traffic Light Cards
Traffic Light Cups
Traffic Light Dots
Two-Minute Paper
Two or Three Before Me
Two Stars and a Wish
Two Thirds Testing
Volleyball, Not Ping-Pong!
Wait Time Variations
What Are You Doing and Why?
Whiteboarding
Word Sort
Appendix: Annotated Resources for Mathematics Formative Assessment
References
Index

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