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A graphic organizer used to analyze concepts that requires students to understand the complex key concepts of a unit. Students will fill in the four quadrants of the organizer when given a concept title.

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These tasks are used to assess both process and product in a more authentic way as well as to involve students in the construction process. "Quality performance assessment tasks engage student intellect and develop conceptual understanding in a real-world context" (Wathall 2016, p. 164).

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Think, Pair, Share: students gather their thoughts before discussing with a partner and then sharing to the whole group.
Connect, Extend, Challenge: students connect their prior knowledge and understandings to new ideas.
Headlines: Students create a headline (like a newspaper) that summarizes the key concepts of the lesson or unit.
Generate, Sort, Connect, and Elaborate: students will map out and connect the concepts from the unit and elaborate on the concepts and their connections.
I used to think...Now I think...: to assess how their thinking changed over the course of the unit.

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By visibly showing the steps while solving a problem, it allows students to express and communicate their personal thoughts and ideas, giving teachers an insight to students' thinking.

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Open Inquiry Tasks and Open-Ended Questions

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Open Inquiry Tasks and Open-Ended Questions

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"Personal exploration" in which students choose their own topic of interest and line of inquiry. This type of assessment has five criteria: communication, mathematical presentation, personal engagement, reflection, and use of mathematics.

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This type of assessment evaluates the students conceptual understanding and is usually categorized as specific conceptual questions. We see them three ways: beginning of a unit to seek prior knowledge, during the unit to determine the focus of instruction for improvement, or at the end to assess student understanding and achievement.