Full Description
This resource by popular professional developer Marian Small comprehensively addresses different mathematical domains for grades 3-8. Small shows new and veteran teachers how to do three fundamental things well: identify the most important math to assess, construct formative and summative assessments, and provide students with clear and timely feedback.
Contents
Contents
Foreword by Damian Cooper ix
Preface xiii
Acknowledgments xvii
1 Linking Assessment and Feedback to Learning Goals 1
How Assessment and Feedback Reflect Our Values 1
What Does This Look Like (More Specifically)? 2
Summary 9
2 Assessment for Learning, as Learning, and of Learning 10
Assessment for Learning 10
Assessment as Learning 15
Assessment of Learning 21
Summary 26
3 Feedback 28
Types of Feedback 29
Reactions to All Work 34
Immediacy of Feedback 35
Anticipating Errors 35
Summary 38
4 Operations and Algebraic Thinking, Grade 3: Assessment and Feedback 40
The Math That Matters 40
Assessment for Learning and Feedback 45
Assessment as Learning 53
Assessment of Learning 53
Summary 585 Number and Operations in Base Ten, Grade 4: Assessment and Feedback 59
The Math That Matters 59
Assessment for Learning and Feedback 64
Assessment as Learning 73
Assessment of Learning 74
Summary 78
6 Geometry, Grade 5: Assessment and Feedback 79
The Math That Matters 79
Assessment for Learning and Feedback 82
Assessment as Learning 91
Assessment of Learning 92
Summary 967 Ratios and Proportional Relationships, Grade 6: Assessment and Feedback 97
The Math That Matters 97
Assessment for Learning and Feedback 103
Assessment as Learning 112
Assessment of Learning 112
Summary 116
8 Statistics and Probability, Grade 7: Assessment and Feedback 117
The Math That Matters 117
Assessment for Learning and Feedback 126
Assessment as Learning 133
Assessment of Learning 134
Summary 138
9 Expressions and Equations, Grade 8: Assessment and Feedback 139
The Math That Matters 139
Assessment for Learning and Feedback 147
Assessment as Learning 156
Assessment of Learning 157
Summary 160
10 Conclusion 162
Some Key Messages 162
Instruction Versus Assessment 163
An Assessment Plan 163
References 165
Index 167
About the Author 171
