Assessment

Typically, assessment is seen as end-of-unit marking and grading practices that tend to emphasize competition, rather than personal improvement. But when researchers introduced students to the concept of assessing their own work as tool to develop mathematical learning, many of the current barriers to learning in the mathematics classroom were removed. Assessment for learning occurs while the learning is taking place, not at the end of the topic or concept being covered.

Using dynamic assessment is not only an integral part of the instructional design process, it’s a key aspect of this research study. The research team used various forms of assessment in learning, including sustained dialogue with students, the use of an assessment rubric for students to work from, specific daily feedback, and daily reflections from the students, teacher and research team.

Additionally, the research team created a number of ways to record students’ work. Because so much of the work was digital, the team created a wiki – allowing students to modify or contribute to online content. Students were also provided with their own email accounts, so the research team could provide additional, instant feedback.

Constant assessment of students’ developing mathematical proficiencies guided the researchers during classroom time, meaning that while conventional measures of achievement derived from tests are obviously helpful in determining assessment, it’s only one of myriad forms of assessment designed to provide direct feedback to both learner and teacher. If assessment practices remain a one size fits all method of sorting out ability hierarchies in the classroom, the result is an incomplete picture of the multiple ways students can develop mathematical proficiency.