Formative Assessment and Mathematics Teaching: Leveraging Powerful Linkages in the US Context View Full Text


Ontology type: schema:Chapter     


Chapter Info

DATE

2018

AUTHORS

Megan Burton , Edward A. Silver , Valerie L. Mills , Wanda Audrict , Marilyn E. Strutchens , Marjorie Petit

ABSTRACT

Despite compelling evidence of the benefits of formative assessment on student learning, it is infrequently or unsystematically implemented in many U.S. classrooms. Consequently, the National Council of Supervisors of Mathematics (NCSM) and the Association of Mathematics Teacher Educators (AMTE) collaborated to relate formative assessment to other aspects of effective mathematics teaching, rather than treating it as an isolated topic. The Formative Assessment Initiative makes explicit the connection between formative assessment strategies and other instructional frameworks and tools intended to promote improved teaching and learning of mathematics. Because of its focus on promoting high quality mathematics teaching, the work of this U.S.-based project transcends boundaries and offers ideas that should be useful to mathematics teacher educators across the globe. More... »

PAGES

193-205

Book

TITLE

Classroom Assessment in Mathematics

ISBN

978-3-319-73747-8
978-3-319-73748-5

From Grant

Identifiers

URI

http://scigraph.springernature.com/pub.10.1007/978-3-319-73748-5_13

DOI

http://dx.doi.org/10.1007/978-3-319-73748-5_13

DIMENSIONS

https://app.dimensions.ai/details/publication/pub.1101293128


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