1. Formative Assessment

2. Definition of Assessment • The process of gathering evidence about a student’s knowledge of, ability to use, and disposition toward mathematics and of making inferences from that evidence for a variety of purposes. NCTM, 1995, pg. 3

3. A s s e s s m en t to A s s i s t L e arn i ng P ro m ot e Gr ow th M o n i tor i n g S tude n t sÕ P rog r e ss M ak i n g Ev a l uat i n g M o dif y Im p ro v e In s t r u c t i on a l P rog r am s D e cisi on s P rogr a m In s tru c tio n Ev a l uat i n g S tude n t sÕ Ac h i e v em e nt R e c o gni z e A c c o m pl i s h me n t Four Purposes of Assessment and Their Results(NCTM, 1995) Monitoring Students’ Progress Making Instructional Decisions Evaluating Programs Evaluating Students’ Achievements

4. Formative Assessment • Let’s get Dylan Wiliam’s thoughts about what formative assessment can look like. Play the video entitled “formativeassessmentdylanwiliam” • More thoughts from Dylan Wiliam…Read the NCTM Research Brief entitled Five “Key Strategies” for Effective Formative Assessment

5. Formative Assessment • With these thoughts in mind regarding key elements of formative assessment, discuss with your small group the following questions: • What formative assessment strategies have we used throughout the academy? • What formative assessment strategies do you use in your own classroom?

6. Formative Assessment • Look at the additional ideas for formative assessment practices on the next handout in your binder. • After reading and discussing your assigned strategies with your group, be prepared to share out one or two strategies, its benefits, and how you would use it.

7. Linking to Practice • Add any formative assessment strategies to your indexing lesson created during VCMPD Session 6.

8. For Next Session • Before the next session, teach the lesson you prepared with your grade-level team. • During the lesson take note of how students are working on the task (strategies, questions, problems, etc.) • Next session: Bring back 4–5 student papers.