Delta-K
Journal of the Mathematics Council of the Alberta Teachers’ Association
Volume 55 Issue 1, June 2018
35 to 40
Instruction and Learning Through Formative Assessments
Michael J Bossé, Kathleen Lynch-Gyamfi, and Kayla Chandler
Assessment and instruction are inteJWoven in mathematically rich formative assessment tasks, so employing these tasks in the classrooms is an exciting and timeefficient opportunity. To provide a window into how these tasks work in the classroom, this article analyzes summaries of student work on such a task and considers several students’ solution strategies to exhibit the usefulness of these tasks in assessment, learning and teaching in the classroom. This article also provides some guidance on implementing these tasks in the classroom.
