INFORMative Assessment, Formative Assessment Practices to Improve Mathematics Achievement; Middle and High School

INFORMative Assessment should be intertwined with instruction. As we teach, we assess; and as we assess, we teach. With this in mind, INFORMative Assessment goes inside more than 30 classrooms to take “A Closer Look” at how to:
 

• create learning targets from instructional standards;
• design and use probing questions, intentional listening, and follow-up tasks to reveal students’ thinking;
• use mathematically rich tasks to gather evidence about students’ thinking;
• identify students’ “logic” that leads to correct, incomplete, or incorrect responses;
• provide actionable feedback to students; and
• plan with colleagues to implement INFORMative Assessment in instruction.

 
 
More than 45 reflections support teachers in confidently carrying out actions in their own classrooms. Each chapter includes connections to standards, specifically the Common Core, and a place for you to record notes about your use of INFORMative Assessment—changes in your thinking, your questions, your frustrations, and, most importantly, your successes!
 

Jeane M. Joyner is the Director of Meredith College’s Mathematics and Science Institutes, has been the President of the North Carolina Council of Teachers of Mathematics, has written numerous teacher resource materials, and has more than 50 years in education, PreK through college. She is the coauthor of the first book in this series, INFORMative Assessment, Grades K—6.
 
George W. Bright has more than 30 years of experience working with preservice and inservice mathematics teachers, from Northern Illinois University and University of Calgary to Emory University, University of Houston, and University of North Carolina at Greensboro. He has published extensively and has coauthored several resources with Jeane, including Dynamic Classroom Assessment.