Making Moves: Formative Assessment in Mathematics

2017 ◽  
Vol 22 (6) ◽  
pp. 334-342 ◽  
Author(s):  
Brent Duckor ◽  
Carrie Holmberg ◽  
Rossi Becker Joanne
Keyword(s):  
Formative Assessment ◽  
Teacher Thinking ◽  
Student Thinking ◽  
Seventh Grade ◽  
Mathematical Learning ◽  
Grade Teacher

A seventh-grade teacher finds that the notion of attention—to student and teacher thinking about student thinking—is key to orchestrating standards-based mathematical learning.

Helping and Getting Help—Essential Skills for Effective Group Problem Solving

1994 ◽  
Vol 41 (9) ◽  
pp. 521-525 ◽  
Author(s):  
Sydney Farivar ◽  
Noreen M. Webb
Keyword(s):  
Problem Solving ◽  
Seventh Grade ◽  
Group Problem ◽  
Group Problem Solving ◽  
Grade Teacher ◽  
Working Together ◽  
Essential Skills ◽  
Effective Group ◽  
The Right

Seventh grade teacher: “My students have been working together in groups for a while now. They're getting along fine. But I'm finding that a lot of them still don't understand the work. I tell them to ‘work together’ and that it is all right to help each other. Sometimes I worry that they are only giving each other the answers. How can I get them to focus on problem solving and not just putring down the right answer?”

scholarly journals High-Quality Learning Environments for Engineering Design: Using Tablet PCs and Guidelines from Research on How People Learn

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Enrique Palou ◽  
Lourdes Gazca ◽  
Juan Antonio Díaz García ◽  
José Andrés Rojas Lobato ◽  
Luis Geraldo Guerrero Ojeda ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Engineering Design ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Student Thinking ◽  
Formative Assessments ◽  
Tablet Pcs ◽  
Interactive Classroom ◽  
How People Learn ◽  
Quality Learning

A team of several faculty members and graduate students at Universidad de las Amricas Puebla is improving engineering design teaching and learning by creating richer learning environments that promote an interactive classroom while integrating formative assessment into classroom practices by means of Tablet PCs and associated technologies. Learning environments that are knowledge-, learner-, community-, and assessment-centered as highlighted by the How People Learn framework, have been developed. To date, the redesign of the undergraduate course entitled Introduction to Engineering Design has signicantly (p<0.05) increased student participation; formative assessment and feedback are more common and rapid; and instructors are utilizing the information gained through real-time formative assessments to tailor instruction to meet student needs. Particularly important have been opportunities to make student thinking visible and to give them chances to revise, as well as opportunities for "what if" thinking.

Multidimensional Teaching

2013 ◽  
Vol 19 (3) ◽  
pp. 172-178
Author(s):  
Robert Q. Berry ◽  
Mark W. Ellis
Keyword(s):  
Mathematical Practice ◽  
Seventh Grade ◽  
Grade Teacher

See how one seventh-grade teacher melds NCTM's Process Standards, CCSSM's Standards for Mathematical Practice, and multidimensional teaching to engage students.

Are almost all children disadvantaged in mathematics?

1967 ◽  
Vol 14 (1) ◽  
pp. 21-23
Author(s):  
John F. Newport
Keyword(s):  
Fifth Grade ◽  
Seventh Grade ◽  
Grade Teacher ◽  
Almost All

Mrs. Mather, sitting across the desk from her son's fifth-grade teacher, said with a smile, “Well, I never was any good in math, so I can't expect Johnny to do much better.” This is probably an oftenrepeated remark at parent-teacher conferences in schools across the nation. True, Mrs. Mather may have done poorly in math when she was in school, and she probably does even less well today. She is in good company, though, since the majority of the adults in this country would probably find seventh-grade mathematics quite a challenge. Why?

Using Learning Trajectories to Enhance Formative Assessment

2017 ◽  
Vol 22 (6) ◽  
pp. 368-372
Author(s):  
Caroline B. Ebby ◽  
Marjorie Petit
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Student Thinking ◽  
Learning Trajectories ◽  
Making Sense ◽  
Interpretive Process ◽  
Improve Student Learning ◽  
Enhance Student Learning

Numerous research studies have shown that formative assessment is a classroom practice that when carried out effectively can improve student learning (Black and Wiliam 1998). Formative assessment is not just giving tests and quizzes more frequently. When assessment is truly formative, the evidence that is generated is interpreted by the teacher and the student and then used to make adjustments in the teaching and learning process. In other words, the formative assessment generates feedback, and that feedback is used to enhance student learning. Formative assessment is therefore fundamentally an interpretive process: It is less about the structure, format, or timing of the assessment and more about the function and use by both the teacher and student (Wiliam 2011). For teachers of mathematics, the heart of this process is making sense of and understanding student thinking in relation to content goals.

scholarly journals An Analysis of Speech Acts Used by the Seventh-Grade Teacher of SMPN 2 Bangli in EFL Classroom Interaction

2020 ◽  
Vol 4 (1) ◽  
pp. 49
Author(s):  
Ni Made Ivana Swastiana ◽  
Adi. J. Putra I.N ◽  
Suarnajaya I.W
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Classroom Observation ◽  
Classroom Interaction ◽  
Instructional System ◽  
Structured Interview ◽  
English Teacher ◽  
Seventh Grade ◽  
Grade Teacher ◽  
The One

Speech act is an action performed via utterances. This study investigated the types and functions of speech acts used by the seventh-grade English teacher at SMPN 2 Bangli by adopting Searle’s theory. The data were obtained through classroom observation and semi-structured interview. The data were analysed qualitatively by using Miles and Huberman’s interactive model. It was found out that there were five types of speech acts used by the teacher, namely representative, directive, expressive, commissive, and declaration in which directive (47.52%) was dominantly used by the teacher, while the declaration was the one which was less produced (0.71%). Among the functions of directive act, commanding appeared the most (44.40%), while naming and declaring were in the same amount in declaration type (50%). The teacher’s directive acts proved that she played her role to manage the classroom instructional system, to counsel the students and their learning, to instruct and to assess. However, the teacher, who also acted as the homeroom teacher and was in authority during the English lesson, performed the declaration act to change some situations in the classroom.

scholarly journals ANALISIS GAYA BELAJAR MATEMATIKA PADA SISWA KELAS VII SMP NEGERI OEBAKI

2020 ◽  
Vol 2 (1) ◽  
pp. 18-24
Author(s):  
Alfonsa Maria Abi
Keyword(s):  
Key Words ◽  
Learning Style ◽  
Qualitative Method ◽  
Seventh Grade ◽  
Mathematical Learning ◽  
Research Instrument ◽  
Kinesthetic Learning ◽  
Quality Of Learning ◽  
Academic Year

The reason of getting low mark in mathematics is due to the lack of students’ interest and attention. Many students feel that mathematics is hard to be learnt and to be understood as well as there is unwillingness effort to review every lesson at home along with teachers’ unawareness of students’ learning style. One of the characteristics in learning style that related to absorption, preparation and delivery of information is the students’ learning style. Learning style forms the important modality in study. The information about characteristic of students’ learning style is very important for teachers to increase the quality of learning itself and students will be easier to motivate themselves in learning as well. The aim of this research is to know the learning style of seventh grade students in SMP N Oebaki in the academic year 2017/2018.The method of this research is descriptive qualitative method and the research instrument that used are questionnaires, interview and observation. The result of this study shows that the students have visual, auditory, and kinesthetic learning style, and the dominant learning style of the students is kinesthetic learning style.     Key words: Mathematical learning style, visual, auditory, kinesthetic.

scholarly journals Teacher Questioning as A Formative Assessment Strategy In EFL Context

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Milawati Milawati
Keyword(s):  
Formative Assessment ◽  
Assessment Method ◽  
Student Thinking ◽  
Classroom Observations ◽  
Experienced Teacher ◽  
Teacher Questioning ◽  
Assessment Strategy ◽  
Efl Context ◽  
Questioning Behavior ◽  
The Relationship

<p>Existing studies on classroom questioning tend to focus on exploring effective teacher’s questioning in classroom learning and finding the relationship between questioning behavior and students outcomes, however, there has been scarce research on teacher questioning as a formative assessment strategy. It investigated how teachers deployed questions to stimulate student thinking, uncover students’ current level of learning, and allow responses to inform pedagogic decisions. The research method was classroom observations. This article highlights the practice of one experienced teacher who conducted quality questioning to gauge and facilitate learning. It also provides practical insights into how questioning can be developed as a formative assessment method and recommends equipping teachers with further knowledge and skills to carry out effective questioning.<br /><br /></p>

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