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ERIC Number: EJ1110717
Record Type: Journal
Publication Date: 2016-Aug
Pages: 7
Abstractor: ERIC
ISSN: ISSN-0025-5769
Formative Assessment at Work in the Classroom
Baron, Lorraine M.
Mathematics Teacher, v110 n1 p46-52 Aug 2016
Twenty-five years of teaching grades 8-12 mathematics has shown the author that students learn best when they can construct their own knowledge (constructivism) and that students, given appropriate guidance, can and will take on responsibility for their own learning (self-regulation theory). This article describes some classroom tools that she has used to practice these two learning theories and support equitable formative assessment. These tools--a rubric and exit slips--have helped to address students' learning needs more precisely and to raise and clarify classroom expectations that promote learning. The ideas build on those of others and reflect the Mathematics Teaching Practices described in NCTM's "Principles to Actions: Ensuring Mathematical Success for All"(2014b). These strategies are intended to assess what the students know as they are being taught so that teachers can make decisions about what comes next in they planning and teaching. Most important, this approach empowers students because the learning targets are clear and students come to know how to close the gap between what they know and the learning goals. They become the owners of their learning.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A