How do we intentionally create assessment strategies in mathematics that support the development of mathematical reasoning in grades 4-8? Using the Critical Thinking Consortium’s ‘Principles of the Thinking Classroom’ as a framework, teachers will have an opportunity to consider and develop assessment strategies focusing on the mathematical processes. Assessment approaches that are compatible with relevant research on student learning will be emphasized.
Audience: Grades 4-8
Resources:
- Find Maria Vamvalis online:
- www.tc2.ca
- [email protected]
- @MariaVamvalis
- @TC2Thinks
- Find out with Abbott and Costello why 7×13=28!
- Tools for Thought
- Teaching Channel Class warm up routine
- Gallery walks as a form of peer assessment…
- What’s the Secret Code?
- Good Questions for Math Teaching: Why Ask Them and What to Ask, Grades 5-8. Lainie Schuster and Nancy Canavan Anderson
- Dan Meyer’s – The Water Tank Problem
- TC2 Registration
- Tools for Thought
Other Resources:
- Boaler, Jo (2014) How Students Should be Taught Mathematics: Reflections from Research and Practice. Standford, CA:
- Case, Roland and Garfield Gini-Newman (2015) Creating Thinking Classrooms. Vancouver, B.C.: The Critical Thinking Consortium
- Creighton, Toby, Karnowski and Fagan (2015) Bringing Math Students Into the Formative Assessment Equation: Tools and Strategies for Middle Grades
- NCTM Strategies for Formative Assessment:
- Schuster, Lainie and Nancy Caravan Anderson (2005) Good Questions for Math Teaching: Why Ask Them and What to Ask, 5-8. Sausalito, CA: Math Solutions.
- David Wees: 56 Examples of Formative Assessment