1 1224 Views
I need to change one of my assessment practices. Currently I assess students formatively during a unit, and then include some sort of summative assessment at the end of the unit to check for understanding. I use the formative assessment to guide my teaching during that unit, and to help me decide with students I focus my additional support. I can see that I need a change though, and have become convinced through the work of others that I need to be assessing for mastery, rather than at the completion of a unit. Essentially, when I hit the end of a unit, I don't go back and fix the problems students had with the unit, we move on and I hope I get a chance to help the students when we cycle back through review. I feel like this is a disastrous practice after much reflection and discussion with other educators. My friend described a system I could use, and I will probably modify his system to fit in with my world-view on what effective mathematics instruction looks like. First, I will create assessments for students to determine, for each skill that I teach, whether or not they get the skill. If they get it, they move on, if they don't, we remediate. Alongside this practice of the mathematics computations, I will provide many, many opportunities for students to situate these skills in (mostly) open-ended problems focused on "real world" applications. I'm wondering who else includes a mixture of self-paced skills along side in-context open ended problems?