Marge Petit is an independent educational consultant focusing on mathematics instruction and assessment. Marge’s primary work is supporting the development and implementation of the Ongoing Assessment Project (OGAP). www.ogapmath.com focused on fractions, multiplicative reasoning, and proportionality.
To learn more about how your district can be involved in OGAP contact Marge Petit at firstname.lastname@example.org.
Marge Petit brings to this work nearly three decades of research and development in standards-based restructuring efforts at the classroom, district, state and national levels, and 23 years of experience as a classroom teacher primarily in mathematics and science. Her experience in the implementation of a standards-based system extends from the classroom, to research and development in assessment and instruction, to state and national level policy. She served as Vermont’s Deputy Commissioner of Education from 1996 – 2000 and Acting Commissioner of Education during 2000. Marge was a Senior Associate for the National Center for the Improvement of Educational Assessment (Center for Assessment) from 2000 – 2004 focused on supporting states in the use of classroom assessment as well as facilitating the development of the NECAP GLEs.
Petit, M., Bouck, M. (2015). The Essence of Formative Assessment in Practice: Classroom Examples. NCSM Journal of Mathematics Education Leadership. Vol. 16. No. 1. National Council of Supervisors of Mathematics, Denver, CO. pp. 19 – 28.
Petit, M., Laird, R., Marsden, E., & Ebby, C. (in press 2016), A Focus on Fractions: Bringing Research to the Classroom 2nd edition. Routledge, New York and London.
Petit, M. (2011). Learning trajectories and adaptive instruction meet the realities of practice. In Daro, P., Mosher, F., & Corcoran, T. (2011). Learning trajectories in mathematics: A foundation for standards, curriculum, assessment, and instruction (Research Report #68). Philadelphia, PA: Consortium for Policy Research in Education.
Petit, M., Laird, R., & Marsden, E. (2010). A focus on fractions: Bringing research to the classroom. New York, NY: Routledge.
Petit, M., Laird, R., & Marsden, E. (2010). They get fractions as pies–but now what? Mathematics Teaching in the Middle School, 16(1), 5-10.
Petit, M. & Zawojewski, J. (2010). Formative Assessment in Elementary Classrooms. Teaching and Learning Mathematics: Translating Research for Elementary School Teachers. NCTM, Reston, VA.
Petit, M., Zawojewski, J., & Labaddo, J. (2010). Formative Assessment in the Secondary School Classroom. Teaching and Learning Mathematics: Translating Research for Secondary School Teachers. NCTM, Reston, VA.
Teachers College (2009). Charting Path to Learning, 2009 Annual Report. Teacher’s College, Columbia University.
Marge has served on a number of national advisory boards, projects, and panels: NAEP – TIMSS – PISA Comparison Study; summer writer for the STEM Project; the advisory board for the Voluntary National Mathematics test; the advisory board for the Achieve Middle School Mathematics Project; the planning committee for the 2004 NAEP Mathematics Framework; the RAND Mathematics Study Panel; NCTM Middle School Assessment Sampler; the Mathematical Science Education Board, Executive Board of MSEB (2000 – 2006), Vice Chair MSEB (2004 -2006), and member of the Center for Education Board (2000-2003) of the National Research Council; Nebraska Primarily Math (2011-2013) and Math in the Middle Advisory Boards (2004 – 2011) ; Trustee of the Governors Institute of Vermont Board (2007 – 2013); Member of Advisory board to Enhancing state implementation of college and career ready standards (2014). Marge is currently a member of a formative assessment workgroup for NCSM (2013 -2015).