October 2016, Vol. 23, Issue 3
Targeting Instruction with Formative Assessment Probes
Emily R. Fagan, Cheryl Rose Tobey, and Amy R. Brodesky
Start with a strategic process to gather and interpret evidence of students’ mathematical understandings and misconceptions; then aim your teaching to address identified needs.
In today’s classrooms, teachers are called on to gather and use evidence in a timely, formative way to implement instruction that improves mathematics learning:
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