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ERIC Number: ED512809
Record Type: Non-Journal
Publication Date: 2010
Pages: 5
Abstractor: ERIC
Reference Count: 11
ISBN: N/A
ISSN: N/A
A Reflective Look at Formative Assessment: Using Math Exit Slips to Check for Understanding
Sterrett, William; Fiddner, Peter; Gilman, Chris
Consortium for Research on Educational Accountability and Teacher Evaluation (NJ1)
Today's building level instructional leader is faced with an enormous challenge in ensuring that all students are meeting end-of-year proficiency targets. The current climate of accountability, particularly in regards to high-stakes end-of-year assessments has placed the burden of assessment upon students, parents, teachers, team or department leaders, and administrators. The challenge of checking for understanding often lies in the area of resources- specifically "time". Educators simply do not have time to reflect upon end-of-year, end-of-quarter, or even end-of-unit summative assessments for meaningful data to gauge whether or not students are achieving in a professional learning community. This paper reviews implementation of formative assessment using math exit slips in the elementary setting and suggests "next steps" for the educational leader in working to effectively "check for understanding".
Consortium for Research on Educational Accountability and Teacher Evaluation. Outreach Alliances, Watson School of Education, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. Tel: 901-962-7541; Fax: 910-962-7400; e-mail: create@uncw.edu; Web site: http://www.createconference.org
Publication Type: Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Consortium for Research on Educational Accountability and Teacher Evaluation (CREATE)