Abstract
High stakes summative assessments include questions that are proxies of expectations outlined in standards as evidence of students’ proficiency in mathematics. While these proxies can provide valuable snapshots of student learning, this does not always neatly translate to classrooms in support of formative assessment.
Recommended Citation
Cole, Shelby K.
(2016)
"Formative assessment: What we don't learn from "just answers","
Colorado Mathematics Teacher: Vol. 49:
Iss.
1, Article 4.
Available at:
https://digscholarship.unco.edu/cmt/vol49/iss1/4
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