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
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 Teachers
and Students (FACETS), she was a lead facilitator for several of
the participating districts.
Creighton has written print and online materials for numerous
clients, including the international Department of Defense schools,
the Columbus, Ohio public schools, the National Board of
Professional Teaching Standards, Everyday Learning publishers, the
PBS TeacherLine project, the Massachusetts Dept. of Education, and
the E-Learning for Educators project funded by the U.S. Dept. of
Education. She has also served as the director of the MathScape
Curriculum Center, a national center that supported the
implementation of the NSF-funded mathematics curriculum MathScape
developed at EDC, for which she was also one of the writers, and
has led numerous teacher professional development opportunities for
middle and high school teachers on the teaching and learning of
mathematics. Prior to coming to EDC, she taught middle school and
high school mathematics for a number of years in Portland and Saco,
Maine and in Brookline, Massachusetts. She received a B.A.
mathematics and a M.Ed. in Secondary Education, with a
concentration in curriculum, both from the University of New
Hampshire. She currently lives in western Massachusetts with her
husband, her two teenagers, and the world’s softest dog.
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.
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 National Board of Professional Teaching Standards in
both mathematics and science. In addition, he was a contributing
author on Ways to Think about Mathematics and the MathScape
curriculum.
Prior to joining EDC, Karnowski had the distinct privilege to edit
influential secondary textbooks for Janson Publications and
Everyday Learning, including Contemporary Mathematics in Context by
the Core-Plus Mathematics Project, Contemporary Calculus by the
North Carolina School of Science and Mathematics, and Impact
Mathematics by EDC. He received a B.S. in Liberal Arts (honors
mathematics) and an M.S. in Mathematics, both from the University
of Tennessee, Knoxville. He currently lives in Boston with his
husband, Mark, and two large cats, Endora and Tabitha.
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 and Differentiated Professional Development:
Building Mathematics Knowledge for Teaching Struggling Students
(DPD) aimed at supporting struggling math learners, particularly
those with learning disabilities, and Formative Assessment in the
Mathematics Classroom: Engaging Teachers and Students (FACETS) the
inspiration for this book.
Fagan is the co-author of two books: Uncovering Student
Thinking About Mathematics in the Common Core, Grades K-2 (2013)
and its companion for grades 3-5, as well as book chapters and
articles about curriculum implementation and instruction. Prior to
joining EDC, Emily taught high school and middle school mathematics
in Philadelphia and in Salem and Brookline, Massachusetts. She was
a mentor teacher, math coach and member of the Massachusetts
faculty of the Coalition of Essential Schools. She has long been
interested in accessibility in mathematics education and improving
opportunities for all students to learn and love math. While
mathematics has been her focus for the last two decades, she has
also taught science, social studies, and Spanish. Fagan holds an AB
cum laude from Harvard University. She lives in Sudbury,
Massachusetts, with her husband and their two children.
"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*
"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*
"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*
? "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*
Ask a Question About this Product More... |