Assessing for Learning

  • Assessing for Learning

    Brynja Kohler and Emina Alibegovi´c
    How to design formative and summative assessments that address different types of student cognition.
    Continual assessment of student understanding is a crucial aspect of teaching. The adoption of the Common Core State Standards for Mathematics (CCSSM) represents raised expectations for the level and depth of mathematical understanding that is expected of our students. But new standards also mean new tests. What those tests will be like is of concern for many: students, teachers, parents, and school administrators. Although various consortia and groups work on designing better assessments for accountability and reporting at the state and national levels, this article is concerned with improving assessment design and practice in the classroom. How can teachers design test items to meet the goals of CCSSM and assess deep mathematical understanding while also offering opportunities to learn?