
06617854
j
2016e.00497
Walker, Elizabeth T.
Molisani, Jeffrey S.
Driving students to performance assessments: learning what students can do.
Math. Teach. Middle Sch. 19, No. 8, 468476 (2014).
2014
National Council of Teachers of Mathematics (NCTM), Reston, VA
EN
D63
D53
F83
M13
educational diagnosis
performance assessment
experience reports
concepts
knowledge
ability
proportional reasoning
measurement
scale
ratio and rate
mathematical applications
reallife mathematics
model cars
problem posing
student student interaction
selfdifferentiation
different views to view mathematical success
From the text: Two familiar forms of assessments are ``formative" and ``summative". Formative assessments measure progress toward goals while learning is in process. These regular checks of learning tell both student and teacher which concepts or skills are known and what needs work. Summative assessments measure student progress toward goals when instruction has been completed. An alternative assessment paradigm integrates teaching, learning, and assessment with teacher and student as colearners. The performance task, or performance assessment, described in this article was created with this paradigm in mind.