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Bringing Math Students Into the Formative Assessment Equation
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Bringing Math Students Into the Formative Assessment Equation
Tools and Strategies for the Middle Grades



January 2015 | 312 pages | Corwin

Make formative assessment work for you—and your math students!

 

Finally, formative assessment that adds up! Bringing Math Students Into the Formative Assessment Equation is the ultimate resource for helping teachers implement formative assessment in the middle school mathematics classroom.

 

And it’s much more than that. With this research-based, teacher-tested guide, you won’t just learn effective teaching strategies—you’ll turn your students into self-regulated learners. They’ll monitor and assess their own progress—and communicate to you about it! Features include:

 

  • A clear and manageable six-aspect instructional model
  • Detailed strategies for helping students own their successes
  • Real-life examples from middle school mathematics teachers
  • Useful resources and a companion website to  help you implement formative assessment in your classroom

 

Formative assessment isn’t just for teachers anymore. With the help of this essential resource, you’ll work together with your students toward a common goal of math success.

 

 

 

 

“This book is outstanding. I would recommend it to any math educator.  The depth of research integrated into practice is extensive and, as a result, it is the most practical book I have come across related to formative assessment and mathematics The self-regulation aspects, as well as the ownership and involvement emphasized in the book, went beyond the traditional cognitive strategies endorsed in most books.”

Marc Simmons, Principal

Ilwaco Middle School, Ocean Beach School District, Long Beach, WA

“The ideas in this book are brought to life with examples of teachers and students in the classroom. The teacher voices, comments, and quotes lend credibility and are a big component of the book’s strengths as well as the visuals and graphics.”

Rita Tellez, Math Coordinator

Ysleta Independent School District, El Paso, TX

 

 

 
Chapter 1: Using Formative Assessment to Build Student Engagement in Mathematics Learning
Being a Self-Regulating Learner  
Using Formative Assessment Practices to Develop Self-Regulation Skills  
Using Formative Assessment in Your Classroom  
Teaching Students How to Participate in Formative Assessment  
How to Use this Book to Learn What You Want to Learn  
Conclusion  
Resources  
 
Chapter 2: Using Mathematics Learning Intentions and Success Criteria
What Are Learning Intentions and Success Criteria?  
Creating Learning Intentions and Success Criteria for Your Classroom  
Conclusion  
Resources  
 
Chapter 3: Gathering, Interpreting, and Acting on Evidence
What Is Evidence?  
Using Evidence in Your Classroom: The Teacher's Role  
The Student's Role and How You Can Develop and Support It  
Conclusion  
Resources  
 
Chapter 4: Providing and Using Formative Feedback
What Is Formative Feedback?  
Using Formative Feedback in Your Classroom  
Conclusion  
Resources  
 
Chapter 5: Developing Student Ownership and Involvement in Your Students
Student Ownership and Involvement  
What Do Students Need to Learn?  
Helping Students Develop Ownership and Involvement in Their Mathematics Learning  
Self-Regulation: It's Not a Linear Process  
Conclusion  
Resources  
 
Chapter 6: Using Mathematics Learning Progressions
What Is a Learning Progression?  
How Can You Use Learning Progressions in Your Instruction?  
Using Learning Progressions to Help Develop Student Ownership and Involvement  
Conclusion  
Resources  
 
Chapter 7: Establishing a Classroom Environment
Elements of the Classroom Environment  
The Social and Cultural Environment: Promoting Intellectual Safety and Curiosity  
The Instructional Environment: Framing Instruction to Encourage and Make Visible Students' Thinking and to Optimize Learning  
The Physical Environment: Keeping Resources Available  
Conclusion  
Resources  
 
Chapter 8: Moving Toward Implementation
Implementation Principles for Formative Assessment  
Sustaining Your Effort Over the Long Term  
Conclusion: Final Words of Encouragement  
Resources  
 
Appendix A: Resources
 
Appendix B: Implementation Indicators for Formative Assessment

 “This book not only provides the skills for both teachers and students to take part in the formative assessment process, but demonstrates a high level of the thinking required when teachers plan lessons.”

Lyneille Meza, Coordinator of Data & Assessment
Denton ISD, Denton, TX

“This book would be extremely helpful in helping my students learn to focus 1) consider and articulate the mathematics understanding, 2) shift their focus to making sense of student understanding, and 3) realize that true teaching is then acting on the gap between the understandings the student holds and the full set of understandings that you would like them to hold.”

Grace Kelemanik, Consultant & Mathematics Content Teacher Educator
Boston Teacher Residency Program, Boston Public Schools

“This book was outstanding, and I would recommend it to any math educator.  The depth of research integrated into practice is extensive and, as a result, is the most practical book I have seen related to either formative assessment or mathematics.  The most helpful aspect of the book is the affective nature so often ignored in educational works.  The self-regulation aspects, as well as the ownership and involvement emphasized in the book went beyond the traditional cognitive strategies endorsed in most books.”

Marc Simmons, Principal
Ilwaco Middle School, Ocean Beach School District, Long Beach, WA

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“The ideas [in this book] are brought to life with mathematics examples of teachers and students in the classroom. The teacher voices, comments, and quotes lend credibility and are a big component of the book’s strengths as well as the visuals and graphics.”


Rita Tellez, Math Coordinator
Ysleta Independent School District, El Paso, TX

Sample Materials & Chapters

Preface

Chapter 1


Preview this book

Susan Creighton

Susan Janssen Creighton is a senior mathematics associate at Education Development Center (EDC) in Massachusetts. She has worked in mathematics education for 30 years, both in schools and at EDC, where her work has focused largely on K–12 mathematics curriculum development and mathematics teacher professional development. Currently, her work focuses on helping mathematics teachers adopt and successfully implement formative assessment practices, and on supporting teachers’ understanding and use of the CCSS Standards for Mathematical Practice. As a member of the NSF-funded project, Formative Assessment in Mathematics Classrooms: Engaging... 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

Eric E. Karnowski

Eric Karnowski is a senior mathematics associate at Education Development Center (EDC) in Massachusetts. He has worked in mathematics education for 25 years, initially as a teacher, then as a textbook editor, and finally as a curriculum developer and teacher professional development provider. Since joining EDC, he has directed the development of the K–5 program Think Math! and written numerous activities for the award-winning Problems with a Point website. He directed projects to develop several online teacher professional development courses for PBS TeacherLine, Louisiana Algebra 1 Online Professional Development, and most recently, the... More About Author

Emily Roche Fagan

Emily R. Fagan is a senior curriculum design associate at Education Development Center (EDC) in Massachusetts where she has developed print and online curricula as well as professional development and assessment materials in mathematics for fourteen years. She was Director of the MathScape Curriculum Center, a project funded by the National Science Foundation (NSF) to support schools, districts, and teachers in curriculum implementation, and she directed the revision of MathScape: Seeing and Thinking Mathematically (McGraw-Hill, 2005). She was a developer and facilitator of three NSF-funded projects, Addressing Accessibility in Mathematics... More About Author

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ISBN: 9781483350103
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