Abstract
Despite compelling evidence of the benefits of formative assessment on student learning, it is infrequently or unsystematically implemented in many U.S. classrooms. Consequently, the National Council of Supervisors of Mathematics (NCSM) and the Association of Mathematics Teacher Educators (AMTE) collaborated to relate formative assessment to other aspects of effective mathematics teaching, rather than treating it as an isolated topic. The Formative Assessment Initiative makes explicit the connection between formative assessment strategies and other instructional frameworks and tools intended to promote improved teaching and learning of mathematics. Because of its focus on promoting high quality mathematics teaching, the work of this U.S.-based project transcends boundaries and offers ideas that should be useful to mathematics teacher educators across the globe.
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Acknowledgements
Preparation of this paper was supported in part by a grant (DRL1439366) from the National Science Foundation. The views expressed herein are those of the authors and do not necessarily reflect those of the Foundation.
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Burton, M., Silver, E.A., Mills, V.L., Audrict, W., Strutchens, M.E., Petit, M. (2018). Formative Assessment and Mathematics Teaching: Leveraging Powerful Linkages in the US Context. In: Thompson, D., Burton, M., Cusi, A., Wright, D. (eds) Classroom Assessment in Mathematics. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-73748-5_13
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