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Mathematics formative assessment : = 75 practical strategies for linking assessment, instruction, and learning /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Mathematics formative assessment :/ Page Keeley and Cheryl Rose Tobey.
其他題名:	75 practical strategies for linking assessment, instruction, and learning /
作者:	Keeley, Page.
其他作者:	Tobey, Cheryl Rose.
出版者:	Thoudand Oaks, Calif. :Corwin Press, : 2011.,
面頁冊數:	xvi, 234 p. :ill. ;26 cm.
內容註:	Machine generated contents note: Preface Acknowledgments About the Authors 1. An Introduction to Formative Assessment Classroom Techniques (FACTs) What Does a Formative Assessment Classroom Look Like? Why Use Formative Assessment Classroom Techniques (FACTs)? How Does Research Support the Use of FACTs? Classroom Environments That Support Formative Assessment Connecting Teaching and Learning Making the Shift to a Formative Assessment-Centered Classroom 2. Integrating FACTs With Instruction and Learning Integrating Assessment and Instruction Assessment That Promotes Thinking and Learning Linking Assessment, Instruction, and Learning: The Mathematics Assessment, Instruction, and Learning Cycle (MAIL Cycle) Stages in the MAIL Cycle Engagements and Readiness Eliciting Prior Knowledge Exploration and Discovery Concept and Skill Development Concept and Skill Transfer Self-Assessment and Reflection Selecting and Using FACTs to Strengthen the Link Between Assessment, Instruction, and Learning 3. Considerations for Selecting, Planning for, and Implementing FACTs Selecting FACTs Selecting FACTs to Match Learning Goals The Critical Importance of Context in Selecting FACTs Implementing FACTs Starting Off With Small Steps Maintaining and Extending Implementation Using Data From the FACTs 4. Get the FACTs! 75 Mathematics Formative Assessment Classroom Techniques (FACTs) #1 A&D Statements #2 Agreement Circles #3 Always, Sometimes, or Never True #4 Card Sorts #5 CCC: Collaborative Clued Corrections #6 Comments Only Marking #7 Commit and Toss #8 Concept Attainment Cards #9 Concept Card Mapping #10 Concept Cartoons #11 Create the Problem #12 Every Graph Tells a Story #13 Example, Non-Example #14 Fact First Questioning #15 Fist to Five #16 Four Corners #17 Frayer Model #18 Friendly Talk Probes #19 Give Me Five #20 Hot Seat Questioning #21 Human Scatterplot #22 Is It Fair? #23 I Used to Think.But Now I Know #24 Justified List #25 Justified True or False Statements #26 K-W-L Variations #27 Learning Goals Inventory (LGI) #28 Look Back #29 Matching Cards #30 Mathematician's Ideas Comparison #31 More A - More B Probes #32 Muddiest Point #33 No Hands Questioning #34 Odd One Out #35 Opposing Views Probes #36 Overgeneralization Probes #37 Partner Speaks #38 Pass the Problem #39 P-E-O Probes (Predict, Explain, Observe) #40 A Picture Tells a Thousand Words #41 POMS- Point Of Most Significance #42 Popsicle Stick Questioning #43 PVF: Paired Verbal Fluency #44 Question Generating #45 Recognizing Exceptions #46 Response Cards #47 Same A - Same B Probes #48 Sequencing Cards #49 Sticky Bars #50 Strategy Harvest #51 Strategy Probe #52 Student Evaluation of Learning Gains #53 Student Interviews #54 Synectics #55 Terminology Inventory Probe (TIP) #56 Ten-Two #57 Thinking Log #58 Think Alouds #59 Think-Pair-Share #60 Thought Experiments #61 Three Minute Pause #62 Three-Two-One #63 Thumbs Up - Thumbs Down #64 Traffic Light Cards #65 Traffic Light Cups #66 Traffic Light Dots #67 Two Minute Paper #68 Two of Three Before Me #69 Two Stars and a Wish #70 Two-Thirds Testing #71 Volleyball, Not Ping Pong! #72 Wait Time Variations #73 What Are You Doing and Why? #74 Whiteboarding #75 Word Sort Appendix References Index .
標題:	Mathematics - Study and teaching. -
ISBN:	9781412968126 (pbk.) :

Mathematics formative assessment : = 75 practical strategies for linking assessment, instruction, and learning /
Keeley, Page.

Mathematics formative assessment :75 practical strategies for linking assessment, instruction, and learning /Page Keeley and Cheryl Rose Tobey. - Thoudand Oaks, Calif. :Corwin Press,2011. - xvi, 234 p. :ill. ;26 cm.

Includes bibliographical references and index.

Machine generated contents note: Preface Acknowledgments About the Authors 1. An Introduction to Formative Assessment Classroom Techniques (FACTs) What Does a Formative Assessment Classroom Look Like? Why Use Formative Assessment Classroom Techniques (FACTs)? How Does Research Support the Use of FACTs? Classroom Environments That Support Formative Assessment Connecting Teaching and Learning Making the Shift to a Formative Assessment-Centered Classroom 2. Integrating FACTs With Instruction and Learning Integrating Assessment and Instruction Assessment That Promotes Thinking and Learning Linking Assessment, Instruction, and Learning: The Mathematics Assessment, Instruction, and Learning Cycle (MAIL Cycle) Stages in the MAIL Cycle Engagements and Readiness Eliciting Prior Knowledge Exploration and Discovery Concept and Skill Development Concept and Skill Transfer Self-Assessment and Reflection Selecting and Using FACTs to Strengthen the Link Between Assessment, Instruction, and Learning 3. Considerations for Selecting, Planning for, and Implementing FACTs Selecting FACTs Selecting FACTs to Match Learning Goals The Critical Importance of Context in Selecting FACTs Implementing FACTs Starting Off With Small Steps Maintaining and Extending Implementation Using Data From the FACTs 4. Get the FACTs! 75 Mathematics Formative Assessment Classroom Techniques (FACTs) #1 A&D Statements #2 Agreement Circles #3 Always, Sometimes, or Never True #4 Card Sorts #5 CCC: Collaborative Clued Corrections #6 Comments Only Marking #7 Commit and Toss #8 Concept Attainment Cards #9 Concept Card Mapping #10 Concept Cartoons #11 Create the Problem #12 Every Graph Tells a Story #13 Example, Non-Example #14 Fact First Questioning #15 Fist to Five #16 Four Corners #17 Frayer Model #18 Friendly Talk Probes #19 Give Me Five #20 Hot Seat Questioning #21 Human Scatterplot #22 Is It Fair? #23 I Used to Think.But Now I Know #24 Justified List #25 Justified True or False Statements #26 K-W-L Variations #27 Learning Goals Inventory (LGI) #28 Look Back #29 Matching Cards #30 Mathematician's Ideas Comparison #31 More A - More B Probes #32 Muddiest Point #33 No Hands Questioning #34 Odd One Out #35 Opposing Views Probes #36 Overgeneralization Probes #37 Partner Speaks #38 Pass the Problem #39 P-E-O Probes (Predict, Explain, Observe) #40 A Picture Tells a Thousand Words #41 POMS- Point Of Most Significance #42 Popsicle Stick Questioning #43 PVF: Paired Verbal Fluency #44 Question Generating #45 Recognizing Exceptions #46 Response Cards #47 Same A - Same B Probes #48 Sequencing Cards #49 Sticky Bars #50 Strategy Harvest #51 Strategy Probe #52 Student Evaluation of Learning Gains #53 Student Interviews #54 Synectics #55 Terminology Inventory Probe (TIP) #56 Ten-Two #57 Thinking Log #58 Think Alouds #59 Think-Pair-Share #60 Thought Experiments #61 Three Minute Pause #62 Three-Two-One #63 Thumbs Up - Thumbs Down #64 Traffic Light Cards #65 Traffic Light Cups #66 Traffic Light Dots #67 Two Minute Paper #68 Two of Three Before Me #69 Two Stars and a Wish #70 Two-Thirds Testing #71 Volleyball, Not Ping Pong! #72 Wait Time Variations #73 What Are You Doing and Why? #74 Whiteboarding #75 Word Sort Appendix References Index .

"There is a substantive body of research that indicates formative assessment can significantly improve student learning. Yet, this same research shows that the features of formative assessment that impact student achievement are sadly missing from many classrooms (Black, et al., 2003). This book provides teachers with guidance and suggestions for using formative assessment to improve teaching and learning in the mathematics classroom, and identifies and describes practical techniques teachers can use to build a rich repertoire of formative assessment strategies. The acronym, FACT, is used to label the techniques included in this book. FACT stands for Formative Assessment Classroom Technique. Through the varied use of FACTs, explicitly tied to a purpose for gathering information about or promoting students--thinking and learning, teachers can focus on what works best for learning and design or modify lessons to fit the needs of the students"--

ISBN: 9781412968126 (pbk.) :US36.95

LCCN: 2011019158Subjects--Topical Terms:

523932
Mathematics
--Study and teaching.

LC Class. No.: QA11.2 / .K44 2011

Dewey Class. No.: 372.7

Mathematics formative assessment : = 75 practical strategies for linking assessment, instruction, and learning /
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245 1 0 $a Mathematics formative assessment : $b 75 practical strategies for linking assessment, instruction, and learning / $c Page Keeley and Cheryl Rose Tobey.
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300 $a xvi, 234 p. : $b ill. ; $c 26 cm.
504 $a Includes bibliographical references and index.
505 8 # $a Machine generated contents note: Preface Acknowledgments About the Authors 1. An Introduction to Formative Assessment Classroom Techniques (FACTs) What Does a Formative Assessment Classroom Look Like? Why Use Formative Assessment Classroom Techniques (FACTs)? How Does Research Support the Use of FACTs? Classroom Environments That Support Formative Assessment Connecting Teaching and Learning Making the Shift to a Formative Assessment-Centered Classroom 2. Integrating FACTs With Instruction and Learning Integrating Assessment and Instruction Assessment That Promotes Thinking and Learning Linking Assessment, Instruction, and Learning: The Mathematics Assessment, Instruction, and Learning Cycle (MAIL Cycle) Stages in the MAIL Cycle Engagements and Readiness Eliciting Prior Knowledge Exploration and Discovery Concept and Skill Development Concept and Skill Transfer Self-Assessment and Reflection Selecting and Using FACTs to Strengthen the Link Between Assessment, Instruction, and Learning 3. Considerations for Selecting, Planning for, and Implementing FACTs Selecting FACTs Selecting FACTs to Match Learning Goals The Critical Importance of Context in Selecting FACTs Implementing FACTs Starting Off With Small Steps Maintaining and Extending Implementation Using Data From the FACTs 4. Get the FACTs! 75 Mathematics Formative Assessment Classroom Techniques (FACTs) #1 A&D Statements #2 Agreement Circles #3 Always, Sometimes, or Never True #4 Card Sorts #5 CCC: Collaborative Clued Corrections #6 Comments Only Marking #7 Commit and Toss #8 Concept Attainment Cards #9 Concept Card Mapping #10 Concept Cartoons #11 Create the Problem #12 Every Graph Tells a Story #13 Example, Non-Example #14 Fact First Questioning #15 Fist to Five #16 Four Corners #17 Frayer Model #18 Friendly Talk Probes #19 Give Me Five #20 Hot Seat Questioning #21 Human Scatterplot #22 Is It Fair? #23 I Used to Think.But Now I Know #24 Justified List #25 Justified True or False Statements #26 K-W-L Variations #27 Learning Goals Inventory (LGI) #28 Look Back #29 Matching Cards #30 Mathematician's Ideas Comparison #31 More A - More B Probes #32 Muddiest Point #33 No Hands Questioning #34 Odd One Out #35 Opposing Views Probes #36 Overgeneralization Probes #37 Partner Speaks #38 Pass the Problem #39 P-E-O Probes (Predict, Explain, Observe) #40 A Picture Tells a Thousand Words #41 POMS- Point Of Most Significance #42 Popsicle Stick Questioning #43 PVF: Paired Verbal Fluency #44 Question Generating #45 Recognizing Exceptions #46 Response Cards #47 Same A - Same B Probes #48 Sequencing Cards #49 Sticky Bars #50 Strategy Harvest #51 Strategy Probe #52 Student Evaluation of Learning Gains #53 Student Interviews #54 Synectics #55 Terminology Inventory Probe (TIP) #56 Ten-Two #57 Thinking Log #58 Think Alouds #59 Think-Pair-Share #60 Thought Experiments #61 Three Minute Pause #62 Three-Two-One #63 Thumbs Up - Thumbs Down #64 Traffic Light Cards #65 Traffic Light Cups #66 Traffic Light Dots #67 Two Minute Paper #68 Two of Three Before Me #69 Two Stars and a Wish #70 Two-Thirds Testing #71 Volleyball, Not Ping Pong! #72 Wait Time Variations #73 What Are You Doing and Why? #74 Whiteboarding #75 Word Sort Appendix References Index .
520 # $a "There is a substantive body of research that indicates formative assessment can significantly improve student learning. Yet, this same research shows that the features of formative assessment that impact student achievement are sadly missing from many classrooms (Black, et al., 2003). This book provides teachers with guidance and suggestions for using formative assessment to improve teaching and learning in the mathematics classroom, and identifies and describes practical techniques teachers can use to build a rich repertoire of formative assessment strategies. The acronym, FACT, is used to label the techniques included in this book. FACT stands for Formative Assessment Classroom Technique. Through the varied use of FACTs, explicitly tied to a purpose for gathering information about or promoting students--thinking and learning, teachers can focus on what works best for learning and design or modify lessons to fit the needs of the students"-- $c Provided by publisher.
650 # 0 $a Mathematics $x Study and teaching. $3 523932
650 # 0 $a Educational evaluation. $3 526425
700 1 # $a Tobey, Cheryl Rose. $3 1572018