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Linking Principles of Formative Assessment to Classroom Practice

Abstract

The Milwaukee Mathematics Partnership has been on a journey over several years in moving a large urban district toward implementation of formative assessment in mathematics. This article describes lessons learned and how those lessons lead to a more intentional approach in linking mathematics classroom practice to principles of formative assessment. The Partnership identified ten principles of formative assessment and have been using them as a basis for professional learning and conversations to implement school-wide practices that use assessment for learning.

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