Formative Assessment

Inclusion in mathematics education means all students, regardless of race, ethnic group, gender, socioeconomic status, geographic location, age, language, disability, or prior mathematics achievement, deserve equitable access to challenging and meaningful mathematics learning and achievement. Educators and community members are beginning to recognize that most students, including a disproportionate number of women, minorities, and the poor, leave school without the mathematical skills they need to thrive in an increasingly complex, 21st-century global economy. Your task is to find a way to ensure that all students are engaged in challenging math activities and that they can successfully meet those challenges. The AISLM provides strategies to help you teach and advance all of their students regardless of their background or abilities.
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Unit 1. The Role of Formative Assessment


Course Progress

Unlike summative assessments that focus on formal scores and grades, formative assessments can be used as the teacher sees fit. Sometimes you may want to assign a formal grade to a formative assessment and sometimes you may just want to use it to collect data or information to help your students progress. Formative assessments are used to gather evidence that helps the teacher lead students to mastery.

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Course Content

Course Content
Reflection Question
What is the purpose of formative assessment in the math classrooms?
Do you think formative
assessment is more or less important than summative assessment? Why?

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