Formative Assessment in Mathematics: A Continuum of Perspectives (PA138)

Tuesday, February 26, 2019
11:00 AM–11:50 AM

  • PMD: 1
  • Skill Level: Introduction
  • Session 4: Assessment and Intervention in an RTI Framework

Learner Objectives

This session will help participants…

  1. to understand various perspectives around the use of formative assessment.
  2. to grasp the extent of evidence for formative assessment, as defined by different assessment paradigms.
  3. to be empowered with practical steps to address the gap between assessment practices, as defined by different assessment paradigms.

Description

Various perspectives on formative assessment use can be described by a continuum, encompassing three distinct assessment paradigms: assessment inquiry, measurement, and procedure. This review explored and integrated current formative assessment literature across paradigms. Though it was found that scholars generally emphasized either assessment as measurement or inquiry, various themes were found across paradigms, including use of feedback and data, and the mismatch between assessment and instruction. Implications for research and practice are addressed.

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Presenters

Danielle M. Becker, University of Minnesota, Minneapolis, MN
Theodore J. Christ, University of Minnesota, Minneapolis, MN

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