Wiliam, D. (2007). Keeping learning on track: Classroom assessment and the regulation of learning. In F.K. Lester Jr. (Ed.), Second handbook of mathematics teaching and learning, 1053-1098, Greenwich, CT: Information Age Publishing.
The purpose of this report, supported by the National Council of Teachers of Mathematics, is to discuss formative assessment in mathematics education. The report is guided by five essential formative assessment strategies including sharing learning goals and success criteria, collecting evidence of learning, giving feedback to support and further learning, and using students as instructional resources through self- and peer-assessment. Wiliam explains general formative assessment practices and reviews the relevant literature, yet focuses on these principles for teaching and learning mathematics.
Formative Assessment, Multiple Measures