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0 = didn’t understand

1 = understood a bit

2 = understood most

3 = completely understood

When: Before, during, or after a lesson

Why: Checking for understanding is important during a lesson, encourages self-reflection, and promotes a growth mindset

How: As a formative assessment, you can also ask students to show you with their fingers

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Kinesthetic activity to check for understanding of a particular concept.

When: reviewing, discussions

Why: promotes discussion and collaboration, uncovers misconceptions

How: In discussions

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Structured set of questions or prompts that allows students to express and communicate their personal thoughts and ideas, giving teachers an insight to student’s thinking. They can be useful for diagnostic and formative feedback

Can be used before, during, or after a lesson

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Performance assessment tasks assess both process and product and involve students constructing various products with an audience in mind.

Quality performance assessment tasks engage student intellect and develop conceptual understanding in a real-world context. They can be a single lesson or a series of lessons

Performance tasks assess what students understand (generalizations), what they know (factual knowledge), and what they can do (skills) in a particular unit.

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Think, Pair and Share: This allows students time to think, discuss with a partner, and then share to the rest of the group. This allows you to assess student thinking around a particular concept.

Connect, Extend, Challenge: This is a routine that allows students to connect their prior knowledge and understandings to new ideas.

Generate, Sort, Connect, and Elaborate: This helps students to connect concepts through a concept mapping exercise.

I used to think… Now I think…: This routine helps to see what students’ misconceptions were before learning or how they changed their thinking over the course of the unit. The goal is to see how students’ thinking has deepened, shifted, or changed.

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Authentic and Quality Performance Task Framework

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Authentic and Quality Performance Task Framework

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Role: the role the student will take during the project

Audience: the targeted people who will read the project.

Format: This could include different modes such as newspaper article, design proposal, brochure, or documentary.

Topic: the subject matter. This usually encompasses the conceptual understandings of the topic.Strong: verbs and adjectives to provoke interest and excitement.

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Math Topics that can be used for Performance Assessment Tasks

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Math Topics that can be used for Performance Assessment Tasks

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Geometry

Algebra

Statistics

real-world problem solving

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A graphic organizer that requires learners to understand not only definitions but also more complex key concepts

When: Reinforcing concepts, introducing new vocabulary, reviewing and assessing understanding

Why: promote active learning

How: individual or group work