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1. Formative assessment through think alouds

   https://doi.org/10.5951/MTLT.2020.0245  

   Hicks, T; Bostic, J (July 2021, Mathematics teaching and learning)

   Barlow, A. (Ed.)

   We describe how teachers used a formative assessment approach called whole class think alouds, which may happen at any time during everyday instruction and foster evidence-based instructional practices. They allow students to collaborate and orally communicate their problem solving with a goal of assessing to promote learning. 

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2. FORMATIVE ASSESSMENT FOR MATHEMATICAL PRACTICES

   Coomes, Jacqueline (January 2020, 14th International Congress on Mathematical Education)

   null (Ed.)

   This case study investigated preservice secondary mathematics teachers’ (PSMTs’) developing understanding of formative assessment as a way to leverage mathematical practices for student learning. Qualitative data came from PSMTs’ responses to a learning sequence designed to help them develop nuanced and disciplinary-specific understandings of formative assessment. Analyses suggest a trajectory for PSMTs learning to use formative assessment in problem-solving environments, but also shows how the orientation of one PSMT continued to obstruct her progress. The results suggest that mathematics teacher educators must themselves use formative assessment that supports PMSTs’ developing orientations to currently suggested ways of teaching. 

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3. Translanguaging in Formative Assessment: Formative assessment from a translanguaging perspective in the NGSS classroom

   https://doi.org/10.1080/00368148.2024.2366011  

   Schwenger, Abigail; Grapin, Scott E; Altamirano, Nicole; Haas, Alison; Lee, Okhee (July 2024, Science and Children)
4. Formative Assessment of Equity and Inclusion in Student Teams

   https://doi.org/10.18260/1-2--46861  

   Moffat, Andrew; Fowler, Robin; Matz, Rebecca; Li, Xiaping; JaQuay, Spencer; Jeffrey, Madison; Mills, Mark (June 2024, ASEE Conferences)
5. Characterizing the formative assessment enactment of experienced science teachers

   https://doi.org/10.1002/sce.21559  

   Dini, Vesal; Sevian, Hannah; Caushi, Klaudja; Orduña Picón, Raúl (January 2020, Science Education)