Although there is overlap between some types of formative assessment and summative, and while there are both informal and formal means of having to assess students in this article I will first provide suggestions for informal, formative assessment for teaching mathematics, especially in today's first of the three categories of Clarke & Wilson
The student of mathematical content knowledge. The mathematical methods for students, such as thinking,Communication, problem solving, and connections. The mathematical assessment of students, such as attitude, perseverance, trust and cooperative skills.
If you want to disagree with the idea that words are labels for concepts, then you are on 1, 2, 3, 4, 5 idea to use the following:
Give your knowledge of each word by writing a 1, 2, 3, 4 or 5 before the word. The numbers indicate the following five statements:
I've never seen the word / term. Iseen the word / phrase, but I do not know what that means. I know this word / concept has something to do with ... I think I know what it means in mathematics I know this word / phrase in one or more of its meanings, including the importance of mathematics.
------------ Unit 2: The activities and the equations -------------
continuous Contrasts Line Length of a segment Beam Central angle of a circle complementary angles Vertical angle triangle Solution of aEquation rational number perfect square discreet scientific notation Endpoint Center Angle right angle Supplementary angles acute-angled triangle Equation equivalent equations irrational perfect cube Absolute value Segment congruent segments Vertex of an angle right angle congruent angles obtuse triangle Solution Square root real number Cube root
I prefer this to be as informal pre-application andpost-evaluation. At the beginning of a new unit or a chapter (and again at the end), I give the students a sheet similar to that of the shows listed above in terms of vocabulary for the unit. [The first time this idea, you must pass through five different levels of understanding speech, but students can easily understand the idea that words have never heard words they know in many ways (and everything in between these two) ]. It 'important to talkwords as she and the students to rate their level of knowledge of word reading, because word recognition, students, when he hears it, but do not realize when they see it. Then, to assess knowledge of content, all the words that students classified as 4 or 5, ask them to do their best to understand what the word means writing in mathematics. This should not be used for a class, but as a formative assessment to give an idea of the students' understanding of conceptsbefore and after the unit of instruction.
A second way of assessing students' content knowledge, is giving students a sheet with 5 rows and 4 columns at the beginning of the week. Then, each day, either as students enter class, or as the closing activity for the day, four problems from a previous day's lesson or homework are given, and students enter each problem (and solution) in the four spaces for the day. The teacher can check these quickly or have a row grader check them. These may be collected each day or at the end of the week, depending on the teacher's plan for using the assessment information.
The third suggestion for formative assessment of content knowledge is performance assessment. Entire articles (and books) have been written on the next suggestion for formative assessment of mathematical content knowledge, but even though I cannot fully explain it in the context of this article, I would be remiss not to mention the idea of performance assessment. Performance assessments are assessments "in which students demonstrate in a variety of ways their understanding of a topic or topics. These assessments are judged on predetermined criteria" (ASCD, 1996, p. 59). Baron (1990a, 1990b, and 1991) in Marzano & Kendall (1996) identifies a number of characteristics of performance tasks, including the following:
are grounded in real-world contexts
involve sustained work and often take several days of combined in-class and out-of-class time
deal with big ideas and major concepts within a discipline
present non-routine, open-ended, and loosely structured problems that require students both to define the problem and to construct a strategy for solving it
require students to determine what data are needed, collect the data, report and portray them, and analyze them to discuss sources of error
necessitate that students use a variety of skills for acquiring information and for communicating their strategies, data, and conclusions (p. 93)
Begin exploring various formative assessment tools with your students to determine their content knowledge in mathematics. You will learn a great deal - and then be able to help your students learn even more!
