CASE OF MADDISON

On Thursday, Madison had just started her fifth-grade math block when Randy, her assistant principal,
entered her room. Madison wasn’t surprised to see John, as unannounced observations by school
administrators were regular and short in duration. During each observation, data were collected on a
single instructional practice.

Madison had already divided her students into two math groupings. The groups were flexible; today’s
groups were based on Madison’s observations of student performance from the previous day. Madison
had noticed some students were accurately measuring angles with a protractor while others needed
more assistance.

In the Guided Math center, Madison was meeting with small groups of students. For the struggling
learners, Madison began by reminding them of their learning target and then modeled how to use a
protractor. For this group of students, she had prepared five note cards with an angle drawn on the
front and the measurement answer on the back. Students worked independently to measure and check
each angle. When students were incorrect, Madison used questions to help students find and describe
their error.

Madison wanted to ensure that she and the student understood their error. Madison then made a
decision for whether to remodel, measure the next angle collaboratively with the student, or allow the
student to measure the next angle solo. When the other groups of students, those who appeared
yesterday to have a good grasp of how to use a protractor came to the center, Madison did not model
nor have students do the angle note card angles. She instead told students their learning target and
then had the students work to measure angles in pictures that she had cut from magazines. She knew
this was more challenging. As with the other group, Madison used questions to provide guidance as
students made errors.

As you read this chapter, think about Madison’s embedded formative assessment practices. What
positives do you believe Randy, the assistant principal, will give Madison regarding his observation on
her use of embedded formative assessment? What strengths will Randy highlight about Madison’s
feedback to students?