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Mathematics Formative Assessment, Volume 2

Mathematics Formative Assessment, Volume 2
50 More Practical Strategies for Linking Assessment, Instruction, and Learning

A Joint Publication With the National Council of Teachers of Mathematics

December 2016 | 256 pages | Corwin

Everything you need to promote mathematical thinking and learning!

Good math teachers have a robust repertoire of strategies to move students’ learning forward. This new volume from award-winning author Page Keeley and mathematics expert Cheryl Rose Tobey helps you improve student outcomes with 50 all-new formative assessment classroom techniques (FACTS) that are embedded throughout a cycle of instruction. Descriptions of how the FACTs promote learning and inform teaching, including illustrative examples, support the inextricable link between instruction and learning.

Useful across disciplines, Keeley and Tobey’s purposeful assessment techniques help K-12 math teachers:

  • Promote conceptual understanding 
  • Link techniques to core ideas and practices 
  • Modify instruction for diverse learners
  • Seamlessly embed formative assessment throughout the stages of instruction
  • Focus on learning targets and feedback

Instead of a one-size fits all approach, you can build a bridge between your students’ initial ideas and correct mathematical thinking with this one-of-a-kind resource!

About the Authors
Chapter 1: An Introduction to 50 More Formative Assessment Classroom Techniques (FACTs)
Classroom Snapshot of Formative Assessment in Practice

Why 50 More FACTs?

Elicitation FACTs

Supporting Productive Mathematics Discourse

Next Steps

Chapter 2: Formative Assessment and Standards
FACTs and Key Ideas in Mathematics

FACTs and Mathematics Practices

Chapter 3: Get the FACTs! Formative Assessment Classroom Techniques
1. Comment Coding

2. Concept Mix-Up Probes

3. Confidence Level Assessment (CLA)

4. Conjecture Cards

5. Cover-Up

6. Enhanced Multiple Choice

7. Error Analysis

8. Extended Sticky Bars

9. Eye Contact Partners

10. Feedback Check-Ins

11. Feedback Focused Group Discourse

12. Feedback Sandwich

13. Find Someone Who

14. Fingers Under Chin

15. Flip the Question

16. Four Corners Jigsaw

17. Gallery Walk

18. Group Frayer Model

19. Group Talk Feedback

20. Homework Card Sort

21. I Think–I Rethink

22. Interactive Whole-Class Card Sorting

23. Learning Intentions

24. Learning Intentions Reflection

25. Let’s Keep Thinking

26. Lines of Agreement

27. Most and Least Sure About

28. Now Ask Me a Question

29. Partner Strategy Rounds

30. Plus–Delta

31. PMI (Plus–Minus–Interesting)

32. Questioning Cue Cards

33. Ranking Tasks

34. RAQ (Revise, Add, Question) Feedback

35. Reflect Aloud

36. Reflect Then Self-Assess

37. “Rules That Expire” Probes

38. Seeing Structure

39. Slide Sort

40. Sort Envelopes

41. Structures for Taking Action

42. Success Indicators

43. Success Indicator Problem Generating

44. Take Stock

45. Talk Moves

46. Thermometer Feedback

47. Traffic Light Sliders

48. VDR (Vote, Discuss, Revote)

49. What Stuck With You Today?

50. X Marks the Spot

Appendix: Annotated Resources for Mathematics Formative Assessment

Page D. Keeley

Page is a prolific author of over twenty national best-selling and award-winning books, including twelve books in the Uncovering Student Ideas in Science series, four books in the first edition Curriculum Topic Study series, and four books in the Science and Mathematics Formative Assessment- Practical Strategies for Linking Assessment, Instruction, and Learning series. Several of her books have received prestigious awards in educational publishing.  She has authored numerous journal articles and contributed to several book chapters. She is a frequent invited speaker at regional, national, and... More About Author

Cheryl Rose Tobey

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... More About Author

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ISBN: 9781506311395

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