I haven’t posted anything here in a long time. It’s not because I’ve been working too hard (even though I have been working hard). It’s not because I haven’t had thoughts to share (because I have lots). It’s mostly because my work has shifted from math pedagogy to math assessment. For a long time, I wondered if anybody wanted to read more from me about assessment.
Here’s the thing, though. My understanding of formative assessment has grown dramatically since I started my new job just over a year ago. I now know that math pedagogy and formative assessment in math class go hand in hand.
When I left the classroom four years ago, my rudimentary understanding of formative assessment was that it was quizzes that used to count for marks that no longer counted for marks. Here’s a slide I’ve been using in presentations recently.
This slide pretty much describes where I’ve been for the past year or so. I have shifted from thinking formative assessment is a thing that I photocopy and hand out, but don’t count for marks. I now think of formative assessment as an embedded classroom process.
I’m going to use this space to describe some examples of what I think embedded formative assessment looks like in high school math classes. I’ll try to post a lesson or two very soon.