## 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. |

## 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.

## Consumer Sense Task

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.

## Consumer Sense Rubric

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.

## Universal Design for Learning Guidelines

These guidelines articulate the Universal Design for Learning framework and can assist educators and curriculum planners meet the needs of all learners.

## Quality Criteria for Performance Assessments

This document describes the characteristics of quality performance assessment and can help inform the selection and design of curriculum-embedded performance tasks.

## Identifying the Mathematics and Anticipating Issues

This planning template guides teachers as they plan to implement performance tasks with students.

## Universal Design for Learning

This short video provides an overview of UDL and its prominent role in ensuring that all students have access to content instruction.

## A Brief Summary of the Common Core Shifts

Based on Key Shifts in Mathematics, this document from WestEd's STEM program lays out the three main shifts that educators need to understand in order to provide effective math instruction under the Standards.

## Online Resources to Support Planning in Mathematics Instruction

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. |

## Eliciting Evidence in Mathematics

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. |

## Analyzing and Interpreting Evidence in Mathematics

Observe as an instructional coach and her colleague analyze and discuss student work on the *Consumer Sense Task*.

## Initial Sort of Student Work Samples Template

A simple template such as this allows teachers to sort papers into general categories of high, medium, and low success before they begin formal scoring.

## Analyzing Student Work

This template for analyzing student work serves as a place where teachers can keep track of patterns they notice in student work.

## Protocol for Learning From Student Work

This protocol provides a structured process and a set of analytic questions to guide a collaborative discussion about student work.

Giving Feedback on an Mathematics Assessment

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

## Giving Feedback on Mathematics Assessments

Observe an instructional coach planning with a colleague and then providing feedback to students on the Consumer Sense performance task.

## Elements of Effective Feedback

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*.

## Student Work Samples for Consumer Sense Task

These samples of student work for the Consumer Sense Task’s item 5 were used by a coach as part of her formative assessment lesson.

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. |

## Modifying Instruction in Mathematics

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*.