|Table of Contents||INFORMative Perspective||Reflections|
|Foreword by Mary Lindquist||Chapter Excerpt||Index|
"INFORMing yourself about formative assessment is one of the most important journeys you can take as a teacher, and I can’t think of any better guides for your learning adventure than Jeane Joyner and Mari Muri. Their guidebook is easy to read, with the kind of practical guidance and common-sense advice that can only come from years of experience and study. Enjoy the trip!"
Cathy Seeley, Author of Faster Isn’t Smarter: Messages About Math, Teaching, and Learning in the 21st Century
Past President, National Council of Teachers of Mathematics
Senior Fellow, Charles A. Dana Center, The University of Texas at Austin
"Many talk about formative assessment and much research touts its importance, but few have been able to translate the tenets of meaningful formative assessment as effectively as Mari and Jeane do in this wonderfully written and most helpful book. Using a slew of practical examples, classroom vignettes, and student work, the authors bring the powerful ideas of continuously assessing student understanding to life in very accessible ways."
Steve Leinwand, Principal Research Analyst
American Institutes for Research
"Understanding the use and impact of assessments is challenging for many. INFORMative Assessmentcaptures the elusive nature and importance of varied assessments beautifully, including the link to curriculum and instruction and the critical role of formative assessment. As schools and school districts transition to the Common Core State Standards and their related assessments, this amazing resource will become an important “use every day” reference!"
Francis (Skip) Fennell
L. Stanley Bowlsbey, Professor of Education and Graduate and Professional Studies
McDaniel College, Westminster, Maryland
Project Director, Elementary Mathematics Specialists and Teacher Leaders Project
Past President, National Council of Teachers of Mathematics
"In clear, practical terms, the authors show what formative assessment really is and how to implement it in your classroom. The readable style, the examples of student work, and the opportunities for reflection make the use of formative assessment feel doable as well as essential for improving student understanding of mathematics."
Nancy Teague, Grades 4–6 Mathematics Specialist
Greensboro Day School, North Carolina
"Each chapter in INFORMative Assessmentis a professional development handbook packed with strategies to assist teachers with the tools needed to improve instruction; it’s an ideal resource for a district workshop or a college mathematics methods class."
Board of Directors (2005–2008), National Council of Teachers of Mathematics
Director of Professional Development, St. Louis Public Schools, St. Louis, Missouri
"INFORMative Assessmentis a powerful resource for helping districts and teachers move from covering curriculum in their approach to teaching, learning, and assessment to clearly defining learning targets and assessments that inform instruction."
Director of Teaching and Assessment, West Hartford Public Schools
West Hartford, Connecticut
"Getting directly to the heart of the matter, INFORMative Assessmentillustrates beautifully how to use assessment as a tool to impact instruction rather than as a tool to label and rank."
Catherine Twomey Fosnot
Founding Director, Mathematics in the City
Coauthor, Young Mathematicians at Work
Author, Contexts for Learning Mathematics
"This resource helps teachers use formative assessment to better understand student thinking and plan appropriate instruction; it’s an ideal match for today’s emphasis on assessment."
Barbara J. Reys
President, Association of Mathematics Teacher Educators
Distinguished Professor, University of Missouri-Columbia
"INFORMative Assessmentmakes the process of assessment, and the reasons it is critical to student achievement, very clear. It is a wonderful resource for the classroom teacher, as well as teacher leaders looking to build capacity."
Mathematics Department Chair, W. H. Ruffner Academy
Norfolk Public Schools, Norfolk, Virginia
"Teachers need the support and information that INFORMative Assessmentso carefully and thoroughly presents, and they need it right now."
Miriam A. Leiva
Founding President, TODOS: Mathematics for ALL
Distinguished Professor of Mathematics Emerita, University of NC Charlotte
"Good teaching is not following a script; INFORMative Assessmenttakes teachers on a thoughtful, reflective journey to making instruction decisions based on what their students know and still need to learn."
Program Director, Math Perspectives
Developer, Assessing Math Concepts/AMC Anywhere Formative Assessments
|Jeane M. Joyner is a research associate in the Department of Mathematics and Computer Science at Meredith College. A former elementary mathematics consultant and a classroom assessment consultant with the North Carolina Department of Public Instruction, Joyner has taught preschool through college courses. She is the coauthor of Dynamic Classroom Assessment.|
|Mari Muri consults with schools in Connecticut through PIMMS at Wesleyan University. She was a math specialist with the Connecticut Department of Education and currently serves on several math-related boards of directors.|
2012 Finalist Distinguished Achievement Award: Professional Development: Methodology
The Association of Educational Publishers (AEP) Awards seal is recognized by teachers and parents as a mark of excellence in education. Finalist or winner status in the awards tells readers that the product has met rigorous standards for quality, professional content for education.
A review by Professor Bernie Krawczyk at Quinnipiac University in North Haven, CT
Download PDF of Review
With my course, Teaching Mathematics in the Primary Grades, the first of two math methods courses, the Teacher Candidates have completed their second semester in a two year program. The mathematics methods classes taught at Quinnipiac University require Teacher Candidates to look at how children learn the mathematics and deepen the Teacher Candidate's understanding of the content through a hands-on and minds-on process. As part of the course, the Teacher Candidates refine lesson planning in order to promote students’ learning of mathematics. As they develop their ability to write lesson plans, the Teacher Candidates take a comprehensive look at assessment. They learn to align their objectives with the CCSS, and show how they can best assess students based on this alignment. For this purpose, the best resource for the learning process of assessment has been the book Informative Assessment: Formative Assessment to Improve Math Achievement, Grades K–6. Jeane Joyner & Mary Muri (2011). We have used the Muri and Joyner book in several ways: 1) For on-going weekly discussions and reflections regarding assessment as it informs instruction; 2) As a resource to develop a variety of ways to informally assess students; 3) To understand how to maximize student learning of mathematics. In one final reflection, a Teacher Candidate wrote:
"In reading Chapter 10 in INFORMative Assessment, I realized just how much we have learned about formative assessment and its impact on teaching and learning in the classroom. I appreciate the importance that is placed on this type of assessment, as I believe it is much more effective than most other types of assessment such as paper-and-pencil tests. I believe that putting in the time to set up an environment that utilizes these strategies will yield much better teaching and increased learning in the classroom. Though I understand that it takes a lot of time and energy, it shows that a teacher really cares about his/her students. I have learned a lot from this book and know that I will take many of the suggestions and strategies with me as I continue my education and as I enter my future career as an educator."
The outcomes of using this book have resulted in an overwhelming advanced understanding by our Teacher Candidates of how informal assessment will and can work in the elementary classroom. The following are some of the wonderful excerpts from the assessment section of some of the Final lesson plans written for this course. These attest to the success in learning about assessment: