NDLI: Developing Teacher Candidates' Formative Assessment Practices: Linking Mathematics Teaching to Assessing Student Thinking

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Developing Teacher Candidates' Formative Assessment Practices: Linking Mathematics Teaching to Assessing Student Thinking

Content Provider	Semantic Scholar
Author	Sugimoto, Amanda Tori Rigelman, Nicole R.
Copyright Year	2020
Abstract	This chapter describes an initiative to better prepare teacher candidates to use formative assessment practices in their elementary mathematics instruction. Specifically, the initiative involved a curriculum and pedagogical redesign of an elementary mathematics methods course sequence. During the redesign implementation, the instructors intentionally modeled formative assessment practices for teacher candidates and had teacher candidates complete scaffolded field-based assignments in their elementary field placement classrooms in order to practice formative assessment strategies. Throughout the chapter, there are illustrative examples of how the instructors implemented this initiative as well as how teacher candidates carried out the formative assessment practices in their settings. The chapter concludes with a discussion about teacher candidate growth and challenges when learning about and implementing formative assessment practices in mathematics. Developing Teacher Candidates’ Formative Assessment Practices: Linking Mathematics Teaching to Assessing Student Thinking
Starting Page	254
Ending Page	280
Page Count	27
File Format	PDF HTM / HTML
DOI	10.4018/978-1-7998-0323-2.ch013
Alternate Webpage(s)	https://www.igi-global.com/viewtitlesample.aspx?id=240570&ptid=227628&t=developing+teacher+candidates'+formative+assessment+practices:+linking+mathematics+teaching+to+assessing+student+thinking
Alternate Webpage(s)	https://doi.org/10.4018/978-1-7998-0323-2.ch013
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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