The Formative 5: In Action. Classroom-Based Assessment, Feedback AND More - Everyday Connections to Planning and Instruction!
Webinar participants will have an opportunity to participate in activities and discuss use of the following classroom-based formative assessment techniques: observations, interviews, Show Me, hinge questions, and exit tasks. Importantly, participants will also explore the connection between formative assessments and teacher-to-student, student-to-teacher, and student-to-student feedback.
This is the first of three webinars in our ICTM 25-26 Webinar Series.
The webinar will be held on Zoom on September 16 at 5:30 PM MST (4:30 PM PST). The Zoom link will be provided in the registration confirmation email.
More about our Webinar Speakers:
Francis (Skip) Fennell, PhD, is emeritus as the L. Stanley Bowlsbey Professor of Education and Graduate and Professional Studies at McDaniel College in Maryland, where he also directed the Elementary Mathematics Specialists and Teacher Leaders Project (ems&tl). He is a former classroom teacher, principal, and supervisor of instruction, and past president of the Association of Mathematics Teacher Educators (AMTE), the Research Council on Mathematics Learning (RCML), and the National Council of Teachers of Mathematics (NCTM). He is a recipient of the Mathematics Educator of the Year Award from the Maryland Council of Teachers of Mathematics (MCTM), the Glenn Gilbert National Leadership Award from NCSM: Leadership in Mathematics Education, the Excellence in Leadership and Service in Mathematics Teacher Education Award from the AMTE, the James W. Heddens Distinguished Service Award from the RCML, and Lifetime Achievement Awards from both the MCTM and the NCTM. In 2018, he received an honorary Doctor of Humane Letters degree from McDaniel College. He most recently co-authored: Proactive Mathematics Interventions – Grades 2-5 (Corwin/NCTM, 2025). Skip’s many book-length and peer-reviewed journal publications and classroom experiences have focused on assessment, number sense, fractions, elementary mathematics specialists and mathematics teacher leaders, and teacher education.
Dr. Beth McCord Kobett serves as Professor and Dean in the School of Education at Stevenson University, where she works closely with undergraduate and graduate students preparing to teach in early childhood, elementary, middle school, and high school STEM settings. She brings experience as a classroom teacher, mathematics specialist, and university supervisor, and is deeply committed to cultivating a supportive, strengths-based learning environment that fosters curiosity, collaboration, and meaningful growth.
Beth has co-authored over ten mathematics education books, including titles focused on strengths-based teaching, formative assessment, rich mathematical tasks, and coaching. She regularly supports schools and districts nationwide in developing equitable and engaging math instruction. Beth served as a Board Member for the National Council of Teachers of Mathematics (NCTM) and as President of the Association of Maryland Mathematics Teacher Educators.
Her work has been recognized with honors such as the MCTM Mathematics Educator of the Year and Stevenson University’s Rose Dawson Award for Excellence in Teaching.
Jon Wray is a mathematics education leader with a passion for equity, instructional improvement, and teacher leadership. He has served as an elected member of the National Council of Teachers of Mathematics Board of Directors, led both the Maryland Council of Teachers of Mathematics and the Association of Maryland Mathematics Teacher Educators, and managed the Elementary Mathematics Specialists and Teacher Leaders Project. Jon is co-author of The Formative 5, The Formative 5 in Action, Everything You Need for Math Coaching: Tools, Plans, and a Process That Works and other widely used texts and articles. As a district mathematics supervisor for Howard County Public Schools (Ellicott City, MD), he leads the implementation of equitable and high quality mathematics teaching and student learning. Jon is the recipient of the 2020 Ross Taylor/Glenn Gilbert National Leadership Award for his impactful contributions to the field of mathematics education.