Building Identity in Classroom Assessments
May 2024
Building a
positive mathematical identity should be every educator's goal for every
student. When we employ classroom assessments, unfortunately, they often have
the opposite effect and leave our students believing they are not capable doers
of mathematics. A wide range of assessments should be given—for example, projects
and interviews—to truly gauge student understanding. Still, the most common
formats remain quizzes and tests. Changes to our policies on such assessments
can help foster an increased sense of confidence in our students and help them
realize they are capable of learning mathematics.
Educators
must first carefully consider the types of questions in classroom assessments. What
message do students receive when the assessment includes many multiple-choice
questions? Educators frequently tell their students that mathematics is more
than just getting the correct answer; critical thinking, reasoning, sense making,
and communicating are also vital components of mathematics. Yet, multiple-choice
questions don’t allow students to demonstrate progress in those areas because only
the correct answer is measured. Additionally, students can guess and get the
answer correct with very little or no understanding of the mathematics concept
being assessed.
The way
questions are scored is the second aspect of classroom assessments that educators
should closely examine. Grading a question as completely correct or completely incorrect
allows for quick grading, but does it lead to our goal of developing a positive
mathematical identity? Students see the correct answer as the only valued outcome,
and often believe they cannot learn mathematics when they make an error. Assigning
partial credit is necessary if we want our students to recognize that they
understand much of the solution process, even if they make a mistake that leads
to an incorrect solution. While partial-credit grading takes longer, I learn much
from examining my students’ errors. This analysis helps inform my teaching because
I notice commonalities in mistakes, and then I can craft mini lessons to help them
further develop their understanding of the mathematics.
Educators
must allow students to retake classroom quizzes and tests. I once heard a
speaker ask the audience what someone who passes the bar exam on the third
attempt is called. He then wondered aloud why it was okay for law students to
retake that bar exam as often as needed to pass and become a lawyer, yet retaking assessments isn’t the norm in
too many classrooms. Many students struggle with anxiety, and many external
factors can affect performance on a quiz or test. Allowing students to retake
quizzes and tests for full credit can reduce stress and provide opportunities
for educators to better gauge what students understand. I often have my
students identify what type of mistake they made before they can retake the
assessment. Was it a calculation error or a minor or major misunderstanding of
the concept? My students are often surprised at how many of their errors were
merely minor calculation errors and that they had a good understanding of the
concept.
As a
mathematics education community, we are having more conversations around
non-traditional assessments to better gauge student understanding and allow
them opportunities to demonstrate what they know. Therefore, it is vital that
we continue to examine our traditional quiz and test practices and policies so
that we will remain focused on fostering the development of positive
mathematical identities in our students.
Kevin Dykema
NCTM President
@kdykema