About this Title
For middle and high school teachers of mathematics and science, this book is filled with examples of instructional strategies that address students’ readiness levels, interests, and learning preferences. It shows teachers how to formatively assess their students by addressing differentiated learning targets.
Included are detailed examples of differentiated formative assessment schedules, plus tips on how to collaborate with others to improve assessment processes. Teachers will learn how to adjust instruction for the whole class, for small groups, and for individuals. They will also uncover step-by-step procedures for creating their own lessons infused with opportunities to formatively assess students who participate in differentiated learning activities.
TABLE OF CONTENTS
Meet the Author
1. Differentiating Formative Assessment
What is Differentiation?
Why Differentiate Assessment?
How Can We Link Assessment that Teachers Differentiate with Theories of Learning?
2. Mastery-Based Differentiated Formative Assessments
New American Lecture
3. Understanding-Based Differentiated Formative Assessments
Compare and Contrast
Reading for Meaning
4. Self-Expressive-Based Differentiated Formative Assessments
5. Interpersonal-Based Differentiated Formative Assessments
Problem-Solving and Decision-Making
6. Four Style Differentiated Formative Assessments
Circle of Knowledge/Seminar
Do You Hear What I Hear?
Assessing Middle and High School Mathematics and Science would be a useful contribution to a school's professional development library and would help individual teachers just getting started in improving assessment techniques. —Christopher Danielson, Professor, Normandale Community College
Related News & Media
Assessing Middle and High School Mathematics and Science: Differentiating Formative Assessment was reviewed by NCTM.
About the Author
Sheryn Spencer Waterman is currently an author and educational consultant, working on her Ph.D. in Teacher Education at UNC Greensboro. Her accomplishments include: “Teacher of the Year” in two schools, National Board Certification (1997, renewed 2007), Founding Fellow for the Teachers’ Network Leadership Institute, and member of the Board of Directors for the North Carolina Center for the Advancement of Teachers (NCCAT). She has written six books addressing differentiation of instructional practices.