Curriculum-Embedded Performance Assessment in Mathematics

Curriculum-Embedded Performance Assessment in Mathematics

Collection
Curated by
Cathy Carroll

Curriculum-Embedded Performance Assessment in Mathematics

Rate and Linearity

Curriculum-embedded performance tasks are designed to develop students’ understandings of the content they are currently studying and help teachers assess how well students are mastering the concepts and skills. These tasks can be used alone to target important skills or concepts, or combined into a set of smaller tasks that scaffold a larger performance task or project.   

In this collection, a series of classroom videos show the formative assessment cycle in action as a teacher and an instructional coach collaborate to support all students through careful planning and scaffolding of a mathematics performance task. Each video highlights one stage in the formative assessment cycle for this task—beginning with anticipating student strategies and potential misconceptions and concluding with identifying next steps and instructional modifications to support students.

These resources can be used by individuals and teams of educators who want to better understand the formative assessment cycle, curriculum-embedded performance assessment, and how to provide experiences that enhance students’ ability to explain their mathematical thinking, thus preparing them for Smarter Balanced performance tasks. The interactive questions in the videos are designed to prompt reflection on practice and inform teaching and learning.

These resources were developed through the Building Educator Assessment Literacy project, a partnership of WestEd and the Stanford Center for Assessment, Learning, & Equity with funding from the William and Flora Hewlett, S.D. Bechtel, Jr., and Stuart Foundations. They were designed to support an online course focused on formative assessment practice and mini-performance tasks aligned to the Common Core State Standards and the Smarter Balanced performance tasks. This course was available to educators and instructional leaders who participated in a two-day professional development event designed to support teachers in understanding Smarter Balanced performance tasks and scoring tools, learning from student responses, and implementing a performance task in their own classrooms.

Clarifying Intended Learning: Analyze Task & Plan

 

In the first phase of the formative assessment cycle, a teacher and an instructional coach collaborate to plan a mathematics performance task.
Professional Development Videos

Clarifying Intended Learning in Mathematics

Watch a conversation between an instructional coach and a teacher as they plan to use an eighth-grade mathematics performance task as a formative assessment of students’ understanding of rates and linearity.

Watch a conversation between an instructional coach and a teacher as they plan to use an eighth-grade mathematics performance task as a formative assessment of students’ understanding of rates and linearity. - See more at: http://raisingthebar.wested.org/resource/clarifying-intended-learning-ma...

Eliciting Evidence: Implementing a Task

In this video, the coach implements a mathematics performance task in an eighth-grade classroom, and she and the classroom teacher circulate and attend to students’ processes, understandings, and areas of struggle.

Analyzing and Interpreting Evidence from a Mathematics Performance Task

The instructional coach works with a colleague to analyze and discuss students’ work on the performance task, using a task-specific rubric to assess their understanding.

Giving Feedback on an Mathematics Assessment

The instructional coach prepares and delivers feedback to students on the mathematics performance task.

Modifying Instruction

The instructional coach delivers feedback to the whole class and modifies instruction in the classroom based on her analysis of student work on a mathematics performance task.