Assessment Strategies in Math Instruction

The main goal of Math assessment is to help students improve their Math skills. It
guides the development, implementation, and reflection of the program and provides
opportunities for students to demonstrate what they know and can do.
Strategies
The methods teachers use to assess a
students progress in a Math program.

Tools
The instruments teachers use to record
and organize the data collected through
assessment.

Example: Examining written work, listening

to student, observing choices)

For example: Checklists, anecdotal records,

rubrics)

Math assessment is a continuous process and is not separate from program planning
and instruction.

Select
curriculum
expectations

Diagnostic
Assessment
of the class

To Improve
Student
Learning
Follow this
Assessment
Cycle

Summative
Assessment

Adapt or
adjust
instruction as
needed

Plan and
Implement
activities

Formative
Assessment

Adapted from Guide to Effective Instruction in Writing, Ontario Ministry of Education

Type of Assessment

Reasons for Assessment

Diagnostic Assessment

Formative Assessment

Summative
Assessment

Occurs before teaching

Identifies students prior
learning

Guides instruction to fit

needs

Informs planning
Occurs during teaching
Tracks progress of student
learning
Identifies areas of needs
Helps guide instruction
Reflect and adjust teaching
practice
Occurs after teaching
Provides information for
progress and achievement
Measures achievement in
relation to curriculum
expectations
Helps in critical reflection
of teaching practices

Examples of
Strategies and
Tools
Interest Inventory
Writing Interview
Observation Checklists
Anecdotal Records
Pre-tests
Learning Log
Response Journal
Observation Checklists
Writing Portfolio
Writing Conferences
Anecdotal Records
Student Self Assessment
Learning Log
Ontario Exemplars
Portfolio
Writing Conference
Rubrics
Rating Scales

Assessment is:
Planned and Ongoing
Diagnostic, Formative, and Summative
Involves gathering information about how students learn, what theyve learned,
and how they apply their knowledge and skills
Based on formal and informal strategies
Identifies students strengths and needs and gives them feedback to guide their
learning
Used by the teacher to reflect on teaching practices and programming
Necessary for all students but can be adapted for exceptional learners
Free of biases

Adapted from Guide to Effective Instruction in Writing, Ontario Ministry of Education