Balanced assessment views assessment as a scrapbook rather than a snapshot. The scrapbook can include the things our students say, what they do in class, how they perform on formative and summative assessments, and how comfortable or uncomfortable they appear to be with concepts and skills.
A balanced assessment system in math workshop is comprised of the following elements:
1. Preassessment: The goal of preassessment is to find out what students know and can do at the beginning of the unit.
Questions to consider:
2. Formative Assessments: Throughout the unit of study, formative assessments help you shape students’ instruction.
Questions to consider:
3. Summative Assessments: Summative Assessments are evaluative assessments that reveal what students understand or can do and what they don’t yet understand or are unable to do at the end of a unit of study. After students complete a summative assessment, give them a chance to reflect on the assessment results and to make a plan to address where they want to improve.
Questions to consider:
Assessment is the bedrock of good teaching. By utilizing a variety of assessments, we get a multidimensional mathematical profile of each student. We need to know the whole student as a learner and as a mathematician, therefore we need to assess not only the content but also the students’ interests, attitudes, likes and dislikes, and feelings about themselves as mathematicians. Students should understand themselves as learners of mathematics and as teachers, we should provide students with opportunities to reflect on their journey as growing mathematicians.
This piece has been adapted from A Teacher’s Guide to Math Workshop (2023) by Dr. Nicki Newton, Dr. Alison J. Mello, and Janet D. Nuzzie.