scholarly journals The Use of Polls to Enhance Formative Assessment Processes in Mathematics Classroom Discussions

2019 ◽  
pp. 7-30 ◽  
Author(s):  
Annalisa Cusi ◽  
Francesca Morselli ◽  
Cristina Sabena
Keyword(s):  
Formative Assessment ◽  
Mathematics Classroom ◽  
Classroom Discussions

Adoption of Computer-Based Formative Assessment in a High School Mathematics Classroom

2011 ◽  
Vol 13 (4) ◽  
pp. 9-20 ◽  
Author(s):  
Zachary B. Warner
Keyword(s):  
High School ◽  
Formative Assessment ◽  
School Environment ◽  
Mathematics Classroom ◽  
School Mathematics ◽  
Limited Resources ◽  
High School Mathematics ◽  
Assessment Systems ◽  
Pros And Cons ◽  
Computer Based

This case follows a high school mathematics teacher who is new to the classroom and is looking to adopt computer-based formative assessment as a part of his curriculum. Working within the confines of the school environment, this requires navigating a shrinking budget, colleagues that do not share his value of technology, restricted time, student issues, and limited resources. He must examine all aspects of the available computer-based formative assessment systems and weigh the pros and cons to insure the best academic outcomes for his students.

Learning the Parallelogram Area With Technology Supported by Formative Assessment

2020 ◽  
pp. 206-225
Author(s):  
Elvira Lázaro Santos ◽  
Leonor Santos
Keyword(s):  
Formative Assessment ◽  
Empirical Investigation ◽  
Mathematics Classroom ◽  
Peer Assessment ◽  
Collaborative Work ◽  
Mathematical Tasks ◽  
Written Feedback ◽  
Assessment Strategies ◽  
5Th Grade

This chapter presents an empirical investigation in which we developed formative assessment strategies with mathematical tasks using technology. The study is interpretative in nature, in a case study format. We designed assessment strategies in a collaborative work context, performed in a Mathematics classroom with 5th-grade students. Evidence shows that the use of peer assessment has had an impact on the learning of the parallelogram area with the help of the written feedback provided by their peers and the contact with the work of their colleagues, they managed to develop a conjecture for the parallelogram area.

scholarly journals Factors affecting teacher educators adoption of formative assessment strategies in the mathematics classroom

2021 ◽  
Vol 15 (4) ◽  
pp. 483-489
Author(s):  
Justice Enu
Keyword(s):  
Formative Assessment ◽  
Large Scale ◽  
Teacher Educators ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Case Study Research ◽  
Assessment Practices ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Major Factors

The purpose of this study was to look into the factors that influence mathematics teacher educators' formative assessment practices. This paper took a qualitative case study research design approach with six educators teaching mathematics in three teacher Colleges of Education in Ghana. The exploration focused on factors that hinders teacher educators use of formative assessment practices. Data were generated through the administration of semi – structured interviews and lesson observations. The qualitative data was analyzed using thematic analysis. Findings revealed that major factors which limit teacher educators formative assessment practices were: large class size, time, lack of transparency in assessment, and internal and external summative assessment issues. The factors limiting teacher educators' use of formative assessment (FA) discussed in this study are beneficial for teacher college administration in addressing the issues and educators in assisting pre-service teachers in eliminating these factors during their training and after passing out from the college of education to the teaching field. Based on the findings, it is recommended that a large scale study is conducted on factors that affect teachers formative assessment practices and the effect on students mathematics learning.

Adoption of Computer-Based Formative Assessment in a High School Mathematics Classroom

2013 ◽  
pp. 333-348
Author(s):  
Zachary B. Warner
Keyword(s):  
High School ◽  
Formative Assessment ◽  
Academic Outcomes ◽  
School Environment ◽  
Mathematics Classroom ◽  
School Mathematics ◽  
High School Mathematics ◽  
Assessment Systems ◽  
Pros And Cons ◽  
Computer Based

This case follows a high school mathematics teacher who is new to the classroom and is looking to adopt computer-based formative assessment as a part of his curriculum. Working within the confines of the school environment, this requires navigating a shrinking budget, colleagues that do not share his value of technology, restricted time, student issues, and limited resources. He must examine all aspects of the available computer-based formative assessment systems and weigh the pros and cons to insure the best academic outcomes for his students.

How Gaming and Formative Assessment Contribute to Learning Supplementary and Complementary Angles

2022 ◽  
pp. 772-787
Author(s):  
Elvira Lázaro Santos ◽  
Leonor Santos
Keyword(s):  
Formative Assessment ◽  
Empirical Research ◽  
Mathematics Classroom ◽  
Collaborative Work ◽  
Effective Strategy ◽  
Digital Game ◽  
Technology And Assessment ◽  
Assessment Strategies ◽  
5Th Grade

This chapter presents an empirical research where the authors developed tasks based on a digital game supported by assessment strategies. The study is interpretative in nature, in a case study design. The authors designed tasks with technology and assessment strategies in a collaborative work context implemented in a mathematics classroom with 5th grade students (students 10 years old). The results evidence that the use of a digital game and formative assessment have contributed to the learning of complementary and supplementary angle pairs, giving meaning to their utilization as an effective strategy.

Embedding Formative Assessment in the Mathematics Classroom Through Writing, Discourse, and the Use of Digital Tools

2020 ◽  
pp. 194-205
Author(s):  
Christie Sullivan Martin ◽  
Drew Polly
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Assessment Tool ◽  
Mathematics Classroom ◽  
Classroom Teacher ◽  
Development Project ◽  
Instructional Materials ◽  
Assessment Process ◽  
Instructional Decisions ◽  
Ongoing Support

Formative assessment in mathematics involves a multi-faceted process of determining what data to collect, collecting data, analyzing data, and interpreting data to make and implement future instructional decisions. In this chapter we describe two separate efforts; one where the first author served a classroom teacher and used various writing activities in the process of formative assessment, and one where hundreds of teachers in North Carolina completed a year-long professional development project focused on the use of the digital formative assessment tool, AMC Anywhere, and related instructional materials. Implications for these projects include a need to provide ongoing support in all aspects of the formative assessment process so that teachers see each aspect as part of a larger picture.

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