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While there may be overlap between some types of formative and summative assessment, and while there are both informal and formal way to assess students in this article, I will first and foremost with suggestions for informal, formative assessment for math class, especially the first of the three categories suggested by Clarke & Wilson
- mathematics content knowledge of the student.
- mathematical process of the student, such as reasoning, communication, problem solving, and making connections.
- mathematical measure of the student, such as attitude, perseverance, trust and cooperation skills.
If you agree with the idea that words are signs for concepts, then you will want to use 1, 2, 3, 4, 5 concept shown below:
Mark expertise words by writing 1, 2, 3, 4, or 5 in front of the word. The numbers signify the following five statements:
- I’ve never seen the word / phrase.
- I’ve seen the word / phrase, but I do not know what it means.
- I know the word / phrase has something to do with …
- I think I know what it means in mathematics
- I know the word / phrase in one or more meaning, including the meaning of mathematics.
———— Unit 2: Taking Measures and Equations ————-
- continuous
- opposition
- line
- length of a segment
- Ray
- central angle of a circle
- complementary angle
- vertical angle
- right triangle
- solve equations
- rational number
- square
- odd
- scientific symbols
- endpoint
- midpoint
- angle
- right angle
- additional angle
- acute triangle
- level
- calculated equations
- irrational number
- perfect cube
- absolute value
- part
- congruent part
- vertex angle
- straight angle
- Congruent angles
- obtuse triangle
- solution
- root
- real number
- cube root
I prefer to use this as both informal both before and after meals. At the beginning of a new unit or section (and again at the end), I give students sheet similar to the one shown above, with a vocabulary of terms for the unit reported. [The first time you use this idea, it is necessary to cross the five different stages of word knowledge, but students easily understand the idea that there are words that they have never heard of the words they know in several ways (and everything between these two).] It is important to pronounce the words that students read them and give their own level of knowledge of the word because there are words that students know when they hear but do not recognize when they see them. Then the chemicals expertise, all words that students rated as 4 or 5’s, asking them to write a best understanding of what the word means in mathematics. This is not used in the classroom but, as formative to give an idea of student understanding of concepts before and after teaching unit.
another way to assess students’ content knowledge, gives students a piece of paper with 5 rows and four columns at the beginning of the week. Then, every day, whether students enter the class, or the closing of the day, four issues of the lesson or homework first day is given, and students come every problem (and solution) in four spaces for the day. The teacher can check this quickly or series Series stop them. This may be collected every day or at the end of the week, depending on the program teachers to use information in the evaluation.
The third proposal on the formative content knowledge is performance evaluation. All articles (and books) have been written about the next proposal formative mathematics content knowledge, but even though I can not quite explain it in the context of this article, I would be remiss not to mention the idea of performance evaluation. Evaluation results are assessments “that students demonstrate in various ways their understanding of the subject or topic. These assessments are judged on predetermined criteria” (ASCD, 1996, p. 59). Baron (1990, 1990b and 1991) in Marzano and Kendall (1996) identified a number of characteristics of the project, including the following:
- are based on the real situation
- involve sustained work and often take several days combined in-class and out-of-class time
- deal with big ideas and key concepts within the discipline
- not present routine, open-ended, loosely structured problems that require students both to identify the problem and to build a strategy to solve it
- students need to determine what data are necessary, collect data, report and show them, and report them to the sources error
- necessary for students to use a variety of skills to gain information and communication strategy, data and conclusions (p. 93)
Start exploring various tools formative assessment with your students to determine the content knowledge in mathematics. You will learn a lot – and then be able to help your students learn more
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