The Quick Quiz: An Unplugged Assessment for the Math Educator's Toolbox

When implemented correctly, feedback from assessments can result in students reflecting and rethinking their mathematics, while increasing their effort and motivation. This article explores a formative assessment technique for use in the first few minutes of each class. Readers will find out how the...

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Bibliographic Details
Published in:The Clearing house 2018-03, Vol.91 (2), p.78-84
Main Authors: Jones, Julie P., Bradley, Gary, Love, Sarah
Format: Article
Language:English
Subjects:
At risk
At risk students
differentiated instruction
Educational evaluation
elementary
Elementary School Mathematics
Feedback
Feedback (Response)
formative assessment
Formative Evaluation
instruction
Lesson plans
Mathematics education
Mathematics Instruction
Mathematics teachers
Mathematics Tests
middle school
strategy instruction
Summative Evaluation
Teaching Methods
Citations: Items that this one cites
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Description
Summary:When implemented correctly, feedback from assessments can result in students reflecting and rethinking their mathematics, while increasing their effort and motivation. This article explores a formative assessment technique for use in the first few minutes of each class. Readers will find out how they can use the QuickQuiz (QQ) to drive instructional decisions in math classrooms, while also being a medium for progress monitoring, communicating to parents, and lesson planning.
ISSN:0009-8655
1939-912X
DOI:10.1080/00098655.2017.1386003