Here is my list so far, but I’ll certainly be trying some other things as the term goes along:

1) Formal: Think-Pair-Share, especially with activities like Venn Diagrams, that will help students to organize concepts into appropriate categories. (new) 2) Formal: Relay Questions. Split the class into teams of three, and give them a math question that will be solved in stages.

(new) 3) Formal: Ticket to leave. Students must answer a question – either a math question, or an opinion question (How well do you know this topic? What will you do to ensure complete understanding? Etc.) – in order to leave the class for a water break part way through an hour-long class.

(new) 4) Formal: Test Re-writes. On certain units (the current curve-sketching unit, for example), I’m going to allow students to write their unit test as many times as they need in order to reach a certain mark total.

(new) 5) Formal: Regular Quizzes. I’m going to give more quizzes, some for a small amount of marks, and some for no marks at all. Some will be at the beginning of a lesson, some in the middle, and some at the end. For quizzes that have no mark value, I’ll have the students try to mark each other’s quizzes before we mark them together.

BONUS. Informal: have students solve example questions in class and check their progress. In my opinion, this is the most effective and efficient form of formative assessment in a math classroom.

1) Formal: Think-Pair-Share, especially with activities like Venn Diagrams, that will help students to organize concepts into appropriate categories. (new) 2) Formal: Relay Questions. Split the class into teams of three, and give them a math question that will be solved in stages.

(new) 3) Formal: Ticket to leave. Students must answer a question – either a math question, or an opinion question (How well do you know this topic? What will you do to ensure complete understanding? Etc.) – in order to leave the class for a water break part way through an hour-long class.

(new) 4) Formal: Test Re-writes. On certain units (the current curve-sketching unit, for example), I’m going to allow students to write their unit test as many times as they need in order to reach a certain mark total.

(new) 5) Formal: Regular Quizzes. I’m going to give more quizzes, some for a small amount of marks, and some for no marks at all. Some will be at the beginning of a lesson, some in the middle, and some at the end. For quizzes that have no mark value, I’ll have the students try to mark each other’s quizzes before we mark them together.

BONUS. Informal: have students solve example questions in class and check their progress. In my opinion, this is the most effective and efficient form of formative assessment in a math classroom.