Summarize: Students summarize the essence of previous learning.
3. Question: Students ask one or two questions that still remain unanswered or that they are unclear about.
4. Connect: Students briefly explain the essential points and how they relate to their overall mathematics learning goals.
5. Comment: Students evaluate and share feedback about the previous learning.
Figure 2.2 shows a sample of potential responses from a student engaging with this protocol.
Figure 2.2: RSQC2 informal assessment responses.
This strategy is well suited for virtual use in the mathematics classroom. Virtual collaboration allows for synchronous recording of thoughts and feedback from the teacher. Students can use a collaborative, shared document, such as OneNote Online or Google Docs, that the teacher and students have access to. Teachers can also encourage students to use social media tools, such as Twitter, Instagram, Edmodo, Google Classroom, and so on, to express their thinking. This is a motivational strategy, as most students enjoy expressing their thoughts on social media. Although formative-assessment data should be kept private, teachers should encourage students to reflect on their thinking and refine it. Sharing thoughts publically can encourage others to rethink how to approach and solve problems.
Figure 2.3 presents the self-rating scale for element 4, using informal assessments of the whole class, so teachers can gauge their professional performance.
Figure 2.3: Self-rating scale for element 4—Using informal assessments of the whole class.
Element 5: Using Formal Assessments of Individual Students
Mathematics teachers create and utilize formal assessments to reliably record student learning data, provide feedback on student work, and create dynamic portfolios of student progress and growth. Formal assessments via performance tasks and portfolios inform teaching and learning while using strategies that take a comprehensive snapshot of where a student is in his or her learning.
For this element, we examine two formal assessment tools for teachers to use in the mathematics classroom for individual student assessment. These tools fit within the The New Art and Science of Teaching framework strategies for element 5 for student demonstrations (students generate presentations that demonstrate their understanding of a topic, usually with skills, strategies, or processes) and student generated assessment (where students devise ways they will demonstrate competence on a particular topic at a particular level of proficiency).
1. Performance tasks: A performance task is an assessment that prompts students to research and analyze information, weigh evidence, and solve meaningful problems, allowing them to demonstrate their new learning. These can be used as common formative assessments, exit tickets, or as a problem to further develop a concept.
2. Learning portfolios: A learning portfolio is a dynamic assessment that allows students to demonstrate their learning. Learning portfolios can be traditional or digital, taking the form of a website, blog, or video documentary, just to name a few.
Performance Tasks
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