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Mathematics Formative Assessment, Volume 2
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Table of Contents

Preface Acknowledgments 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 References Index

About the Author

Consulting Description Page Keeley is an author, speaker, and consultant who works with school districts and STEM organizations throughout the U.S. and internationally in the areas of formative assessment and teaching for conceptual change. She recently retired from the Maine Mathematics and Science Alliance (MMSA) where she was the Senior Science Program Director for 16 years, directing projects and developing resources in the areas of leadership, professional development, linking standards and research on learning, formative assessment, and mentoring and coaching. She has been the Principal Investigator and Project Director of three National Science Foundation-funded projects, including the Northern New England Co-Mentoring Network; PRISMS: Phenomena and Representations for Instruction of Science in Middle School; and Curriculum Topic Study: A Systematic Approach to Utilizing National Standards and Cognitive Research. In addition to NSF funded projects, she has directed state Math-Science Partnership (MSP) projects, including TIES K-12: Teachers Integrating Engineering into Science K-12, and a National Semi-Conductor Foundation grant, Linking Science, Inquiry, and Language Literacy (L-SILL). Keeley also founded and directed the Maine Governor's Academy for Science and Mathematics Education Leadership, a replication of the National Academy for Science Education Leadership, of which she is a fellow. Keeley is the author of eighteen books and numerous journal articles and book chapters. She is also a co-author for McGraw-Hill's elementary and middle school science programs. Keeley taught high school science for 2 years and middle school mathematics and science for 12 years before leaving the classroom in 1996. At that time she was an active teacher leader at the state and national level. She served two terms as president of the Maine Science Teachers Association and was the District II National Science Teachers Association (NSTA) director. She received the Presidential Award for Excellence in Secondary Science Teaching in 1992, the Milken National Distinguished Educator Award in 1993, was named the AT&T Maine Governor's Fellow in 1994. As a nationally known professional developer and speaker, she received the National Staff Development Council's (now Learning Forward) Susan Loucks-Horsley Award for Leadership in Science and Mathematics Professional Development in 2009, and the National Science Education Leadership Association's Outstanding Leadership in Science Education Award in 2013. She has been a science education delegation leader for the People to People Citizen Ambassador Professional Programs, leading the South Africa trip in 2009, the China trip in 2010, the India trip in 2012, the Cuba trip in 2014, and the Peru trip in 2015. Prior to teaching, Keeley was a research assistant in immunogenetics at the Jackson Laboratory of Mammalian Genetics in Bar Harbor, Maine. She received her B.S. in Life Sciences from the University of New Hampshire and her Masters in Science Education from the University of Maine. In 2008, Keeley was elected the sixty-third president of the National Science Teachers Association (NSTA). She can be followed on Twitter @CTSKeeley and can be contacted through her website at www.uncoveringstudentideas.org or through Corwin for information about the professional development she and her colleagues provide. 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.

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