Abstract
Learners' errors in mathematics emanate not only in quizzes, assignment, or end of semester examinations but occur almost every day in the mathematics classroom. The diagnostic use of assessment to provide feedback to teachers and learners throughout instruction is called formative assessment. Whenever teachers respond to learners' errors either during instruction or after instruction, they are actively engaging in formative assessment. This paper intends to show how formative assessment techniques can be utilized in addressing learners' errors and misconceptions in mathematics. In this paper, I describe and analyze two formative assessment techniques: feedback and formative questioning. These techniques are powerful tools in addressing gaps and errors while content is being taught or reviewed.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
