We describe a formative assessment approach called whole-class think alouds, which foster evidence-based instructional practices and promote the goal of assessment to promote learning. They allow students to collaborate and orally communicate their problem solving.

We describe the use of think alouds to examine substantive processes involved in performance on a formative assessment of computational thinking (CT) designed to support self-regulated learning (SRL). Our task design model included three phases of work on a computational thinking problem: forethought, performance, and reflection. The cognitive…

Researchers assert that the metacognitive nature of think-aloud pair problem solving (TAPPS) improves students' problem solving by focusing their attention on their own thinking. The purpose of this study was to identify and describe oral verbalizations indicating cognitive processes of secondary-level career and technical education students who…

This guide for teachers is a companion piece to the meta-analysis from the Center on Instruction, "Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research". Based on the findings of this report, seven effective instructional practices were identified for teaching…

Describes differences in formative evaluation techniques between instructional designers and subject matter experts. Content analysis based on think-aloud data focusing on differences in task interpretation, problem identification and revision statements, and review strategies is discussed; use of instructional systems design models by…