Formative Assessment through Think Alouds

Author:
Tiara Hicks George I. Sanchez Collaborative Community School, Albuquerque, NM

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Jonathan D. Bostic Bowling Green State University, Bowling Green State, OH

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Volume/Issue:
Volume 114: Issue 8
Page(s):
598–606
DOI:
https://doi.org/10.5951/MTLT.2020.0245
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Subjects:
Grade(s) or Audience, Grades 3-5, Math Topic, Algebra, Proportional Reasoning, Number, Number & Operations—Fractions, Other Topic, Assessment/Testing, Formative Assessment, Problem Solving, Research, Linking Research and Practice, Action Research/Teaching Experiments, Professional Development / Teacher Training

We describe a formative assessment approach called whole-class think alouds, which foster evidence-based instructional practices and promote the goal of assessment to promote learning. They allow students to collaborate and orally communicate their problem solving.

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  • Bostic, Jonathan David, Toni A. Sondergeld, Gabriel Matney, Gregory Stone, and Tiara Hicks . 2021. “Gathering Response Process Data for a Problem-Solving Measure through Whole-Class Think Alouds." Applied Measurement in Education 34, no. 1 (February): 46–60.

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Copyright:
© 2021 by National Council of Teachers of Mathematics, Inc.
Page Count:
10
Article Category:
Research Article
Print Publication Date:
01 Aug 2021
Online Publication Date:
Aug 2021
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