Capstone/Dissertation Title

Creating a formative assessment curriculum for the middle school math classroom





Degree Name



The research question addressed in this curriculum creation is, how does one create a successful formative assessment curriculum that provides the teacher a true picture of student understanding? The motivating factor behind this capstone was the struggle of knowing what students in a math classroom had learned constantly throughout a unit. This capstone documents one teacher's creation of a formative assessment curriculum, one that includes students in the learning process and involves continuous checks for student understanding. Based on much of the research from Black and William, the author documents the details of the unit and used related research literature to validate the creation of the curriculum. She describes both success and struggles in implementing the unit and concludes that involving students in the learning process and giving several types of formative assessments provides the teacher with a better picture of student understanding of the content.

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