Cheryl Rose Tobey & Carolyn B. Arline 
Uncovering Student Thinking About Mathematics in the Common Core, Grades 6-8 [EPUB ebook] 
25 Formative Assessment Probes

Preface: Mathematics Assessment Probes
Acknowledgments
About the Authors
Chapter 1. Mathematics Assessment Probes
Questioning Student Understanding: Determine the Key Mathematical Concepts You Want Students to Learn
Uncovering Student Understanding: Use a Probe to Uncover Understandings and Areas of Difficulties
What Is the Structure of a Probe?
QUEST Cycle: Structure of the Supporting Teacher Notes
Beginning to Use the Probes
How to Navigate the Book
Final Chapter 1 Thoughts
Chapter 2. Number System Probes
Estimating Quotients
Division of Fractions
Number Lines
Rational Number Multiplication Estimates
Is It Positive?
Number Card Sort
Chapter 3. Ratio and Proportional Relationship Probes
Best Estimates: Finding Percents
Comparing Measures
Best Estimates: Solving Proportions
Proportional Reasoning Sort
Chapter 4. Expressions and Equations and Functions Probes
Value of the Inequality
Writing Equations
Is It Equivalent?
Linear Equations
Is It a Linear Function?
Chapter 5. Statistics and Probability Probes
Measures of Center and Spread
What′s the Chance?
Scatterplots
Chapter 6. Geometry Probes
Perimeter and Area
Properties of Angles
Finding Volume
Scale
Right Triangles
Heights of Solids
Parallelograms
Chapter 7. Additional Considerations
Establishing Learning Targets
Individual Metacognition and Reflection (The 4Cs)
Giving Student Interviews
Addressing Individual Needs
Promoting Math Talk
Supporting the Mathematical Practices
Sharing Experiences and Promoting Professional Collaboration
Summary
Appendix A. Information on the Standards for Mathematical Practice
Appendix B. Developing Assessment Probes
Appendix C. Action Research Reflection Template: QUEST Cycle
References
Index

Carolyn B. Arline is a secondary mathematics educator, currently teaching high school students in Maine. Carolyn also works as a teacher leader in the areas of mathematics professional development, learning communities, assessment, systematic school reform, standards-based teaching, learning and grading, student-centered classrooms, and technology.  She has previously worked as a mathematics specialist at the Maine Mathematics and Science Alliance (MMSA) and continues her work with them as a consultant. Carolyn is a fellow of the second cohort group of the Governor’s Academy for Science and Mathematics Educators and serves as a mentor teacher with the current cohort. She participated as a mathematics mentor in the NSF-funded Northern New England Co-Mentoring Network (NNECN) and continues her role as a mentor teacher. She serves as a board member of the Association of Teachers of Mathematics in Maine (ATOMIM) and on local curriculum committees.  Carolyn received her B.S. in secondary mathematics education from the University of Maine.