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This study investigated elementary preservice teachers’ formative assessment practice in the context of field placement using a designed assignment in a mathematics methods course. In particular, preservice teachers were asked to select a problem to assess their students’ understanding, identify required prior knowledge and future concepts, analyze students’ work, and create questions to close gaps in student learning. By comparing nine preservice teachers’ lesson analysis forms with their students’ written responses, we found that preservice teachers’ knowledge and skills required for formative assessment is underdeveloped. This study suggests instructional activities and designed assignment including various forms of student work and formative assessment tasks be designed and implemented into mathematics methods course to support preservice teachers’ learning in this area.