Philosophy & Purpose of Formative Assessment
Formative Assessment is Flexible
Addressing the Big Problem of “Grades”
Formative Assessments Should Prep Students for Summative Assessments
Formative as Preparation, Summative as Proficiency
“This One is For Me,” Not for Marks
“I Need to Understand You So I Know How to Teach”
Practical Classroom Strategies
Quizzes and Conversations
Review the Outcome at the End of Class
Be Clear About Your Assessment From the Start
Connections with Students
Instruction-Driven and Scaffolding
Distinction Between Instruction and Assessment
RTI Meetings and Professional Judgments
Giving Timely Feedback
Scaffolding for Application Assessment
Backward Design Model And Student Involvement
Tracking & Recording Approaches
Take PHOTOS of Work to Assess Instead
Using Grids (or Running Records)
Tracking Formative Assessment
You Don’t Have to Record Everything
Tools & Collaboration
Other Teachers Want to Support You
Digital Tools for Assessing in Math
Using Inventories
Assessments Don’t Fall into a Particular Box
Assessing Body of Work
Giving Students Feedback
“I Want You to Keep Improving”
Multiple Levels of Assessment
Students’ Growth and Professional Judgment
Working Outside the Box
Setting Clear Targets
Group Quizzes as a Strategy
“Is it a Good Fit”
Think, Struggle and Get Through
