ABSTRACT
This chapter explains the single greatest request among teachers reflecting on their instruction and the progress of their students. It constantly lament over the lack of time to teach, the lack of time for students to develop conceptual knowledge, and the lack of time to plan effectively for students. The answer lies in the implementation of frequent and effective formation assessment. Formative assessment must occur on a regular basis to provide an immediate gauge of student understanding on specific objectives, and the format must be effective in gleaning specific information directing next steps for students. Assessing and monitoring student performance is a complex task. The constant administration of formative assessments and the analysis of student response inform a meaningful and targeted response to the class, to a group of students, or to individuals within the mathematics classroom. Monitoring student performance through formative assessment enables us to provide a tailored instructional sequence altered to most appropriately facilitate learning.
