Mathematics Formative Assessment, Volume 2

Page is a prolific author of over twenty national best-selling and award-winning books, including twelve books in the Uncovering Student Ideas in Science series, four books in the first edition Curriculum Topic Study series, and four books in the Science and Mathematics Formative Assessment- Practical Strategies for Linking Assessment, Instruction, and Learning series. Several of her books have received prestigious awards in educational publishing. She has authored numerous journal articles and contributed to several book chapters. She is a frequent invited speaker at regional, national, and international conferences on the topic of formative assessment in science, understanding students' (and teachers') thinking, and teaching for conceptual understanding. Prior to leaving the classroom to work at the Maine Mathematics and Science Alliance in 1996, Page taught middle and high school science for 15 years. At that time she was an active teacher leader at the state and national level, serving two terms as President of the Maine Science Teachers Association and NSTA District II Director 1995-1998 and NSTA Executive Board member (prior to the Board and Council restructuring in 1997). She received the Presidential Award for Excellence in Secondary Science Teaching in 1992 and the Milken National Distinguished Educator Award in 1993. Since leaving the classroom in 1996, her work in leadership and professional development has been nationally recognized. In 2008 she was elected the 63rd President of the National Science Teachers Association (NSTA), the world's largest organization of K-12, university, and informal science educators. In 2009 she received the National Staff Development Council's (now Learning Forward) . In 2013 she received the Outstanding Leadership in Science Education award from the National Science Education Leadership Association (NSELA) and in 2018, The Distinguished Service to Science Education Award from NSTA. She has served as an adjunct instructor at the University of Maine, was a Cohort 1 Fellow in the National Academy for Science and Mathematics Education Leadership, was a science literacy leader for the AAAS/Project 2061 Professional Development Program, and served on several national advisory boards. She has a strong interest in global science education and has led science/STEM education delegations to South Africa (2009), China (2010), India (2012), Cuba (2014), Iceland (2017), Panama (2018), and Costa Rica (2019). Prior to entering the teaching profession, Page was a research assistant for immunogeneticist, Dr. Leonard Shultz, at the Jackson Laboratory of Mammalian Genetics in Bar Harbor, Maine. She received her B.S. in Life Sciences/pre-veterinary studies from the University of New Hampshire and her Masters degree in Science Education from the University of Maine. In her spare time she enjoys travel, reading, photography, fiber art, and dabbles in modernist cooking and culinary art. A Maine resident for almost 40 years, Page and her husband currently reside in Fort Myers, FL and Wickford, RI. Page can be contacted at pagekeeley@gmail.com or through her web site at www.uncoveringstudentideas.org Cheryl Rose Tobey is a senior mathematics associate at Education Development Center (EDC) in Massachusetts. She is the project director for Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) and a mathematics specialist for Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD); both projects are funded by the National Science Foundation (NSF). She also serves as a director of development for an Institute for Educational Science (IES) project, Eliciting Mathematics Misconceptions (EM2). Her work is primarily in the areas of formative assessment and professional development. Prior to joining EDC, Tobey was the senior program director for mathematics at the Maine Mathematics and Science Alliance (MMSA), where she served as the co-principal investigator of the mathematics section of the NSF-funded Curriculum Topic Study, and principal investigator and project director of two Title IIa state Mathematics and Science Partnership projects. Prior to working on these projects, Tobey was the co-principal investigator and project director for MMSA's NSF-funded Local Systemic Change Initiative, Broadening Educational Access to Mathematics in Maine (BEAMM), and she was a fellow in Cohort 4 of the National Academy for Science and Mathematics Education Leadership. She is the coauthor of six published Corwin books, including seven books in the Uncovering Student Thinking series (2007, 2009, 2011, 2013, 2014), two Mathematics Curriculum Topic Study resources (2006, 2012), and Mathematics Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction and Learning (2011). Before joining MMSA in 2001 to begin working with teachers, Tobey was a high school and middle school mathematics educator for ten years. She received her BS in secondary mathematics education from the University of Maine at Farmington and her MEd from City University in Seattle. She currently lives in Maine with her husband and blended family of five children.

Preface Acknowledgments About the Authors Chapter 1: An Introduction to 50 More Formative Assessment Classroom Techniques (FACTs) Classroom Snapshot of Formative Assessment in Practice Why 50 More FACTs? Elicitation FACTs Supporting Productive Mathematics Discourse Next Steps Chapter 2: Formative Assessment and Standards FACTs and Key Ideas in Mathematics FACTs and Mathematics Practices Chapter 3: Get the FACTs! Formative Assessment Classroom Techniques 1. Comment Coding 2. Concept Mix-Up Probes 3. Confidence Level Assessment (CLA) 4. Conjecture Cards 5. Cover-Up 6. Enhanced Multiple Choice 7. Error Analysis 8. Extended Sticky Bars 9. Eye Contact Partners 10. Feedback Check-Ins 11. Feedback Focused Group Discourse 12. Feedback Sandwich 13. Find Someone Who 14. Fingers Under Chin 15. Flip the Question 16. Four Corners Jigsaw 17. Gallery Walk 18. Group Frayer Model 19. Group Talk Feedback 20. Homework Card Sort 21. I Think-I Rethink 22. Interactive Whole-Class Card Sorting 23. Learning Intentions 24. Learning Intentions Reflection 25. Let's Keep Thinking 26. Lines of Agreement 27. Most and Least Sure About 28. Now Ask Me a Question 29. Partner Strategy Rounds 30. Plus-Delta 31. PMI (Plus-Minus-Interesting) 32. Questioning Cue Cards 33. Ranking Tasks 34. RAQ (Revise, Add, Question) Feedback 35. Reflect Aloud 36. Reflect Then Self-Assess 37. "Rules That Expire" Probes 38. Seeing Structure 39. Slide Sort 40. Sort Envelopes 41. Structures for Taking Action 42. Success Indicators 43. Success Indicator Problem Generating 44. Take Stock 45. Talk Moves 46. Thermometer Feedback 47. Traffic Light Sliders 48. VDR (Vote, Discuss, Revote) 49. What Stuck With You Today? 50. X Marks the Spot Appendix: Annotated Resources for Mathematics Formative Assessment References Index