Curriculum-Embedded Performance Assessment in Mathematics
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.|
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.
This mathematics performance task involves comparing three Internet plan options. Students create equations for each of the plans and determine which plans are most cost-effective under which circumstances.
This rubric identifies the core elements of performance required by the Consumer Sense Task, specifies the criteria for each section of the task, and highlights the standards addressed by the task.
This planning template guides teachers as they plan to implement performance tasks with students.
These web-based resources provide additional resources and support for teachers as they move through the process of planning performance tasks in mathematics.
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.|
Watch as a coach implements the performance task that she and the classroom teacher planned in the video, Clarifying Intended Learning: Analyze Task & Plan.
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.
Observe an instructional coach planning with a colleague and then providing feedback to students on the Consumer Sense performance task.
This slide summarizes five characteristics of effective student feedback, as explained by Grant Wiggins in Educative Assessment: Designing Assessments to Inform and Improve Student Performance.
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.
Observe as an instructional coach and teacher discuss plans for modifying classroom instruction based on their analysis of student work on the Consumer Sense Task.