THE ASSESSMENT PRINCIPLE IN SCHOOL MATHEMATICS
(OUTLINE)
I. Core Principles of Assessment
A. Assessment should support learning and inform both teachers and students.
Example: Providing feedback on a homework assignment to +
guide future study.
B. Assessment should be done for students, not just to students, to guide and
enhance their learning.
Example: Involving students in setting learning goals and
tracking their progress.
C. Assessment should be a routine part of ongoing classroom activity, not an
interruption.
Example: Using quick, informal checks for understanding during a
lesson.
II. Purposes of Assessment
A. To provide useful information about student progress.
Example: Tracking student mastery of multiplication facts over time.
B. To guide instructional decisions (e.g., reviewing material, adapting tasks).
Example: Spending more time on fractions if a quiz reveals widespread
difficulty.
D. To enhance students’ understanding and skills.
Example: Using assessment results to tailor individualized learning
plans.
D. To promote equity in the classroom.
Example: Providing accommodations for students with special needs
during testing.
E. To reflect what students know and can do.
Example: Using a portfolio to showcase a student's best work
throughout the semester.
III. NCTM Assessment Standards (1995)
A. Reflect the mathematics students should know and be able to do.
Example: Aligning assessments with state standards for math content.
B. Enhance mathematics learning.
Example: Designing assessments that require students to apply
concepts in new ways.
C. Promote equity.
Example: Using a variety of assessment methods to accommodate
different learning styles.
D. Be an open process.
Example: Sharing assessment criteria with students in advance.
E. Promote valid inference.
Example: Ensuring assessments accurately measure what they are
intended to measure.
F. Be a coherent process.
Example: Connecting assessments to overall learning goals and
objectives.
IV. Effective Assessment Techniques
A. Observations: Watching students as they work to understand their problem-
solving strategies.
Example: Observing how students approach a geometry
construction task.
B. Conversations: Engaging students in discussions about their mathematical
thinking.
Example: Asking students to explain their reasoning behind a solution.
C. Interviews: Conducting one-on-one interviews to probe student
understanding.
Example: Asking a student to describe the steps they took to solve a
complex equation.
D. Interactive journals: Having students reflect on their learning in writing.
Example: Asking students to summarize the main concepts from a
lesson in their own words.
E. Open-ended questions: Posing questions that allow for multiple correct
answers and approaches.
Example: Asking students to find different ways to solve a problem.
F. Constructed-response tasks: Requiring students to create their own
solutions to problems.
Example: Asking students to design a survey and analyze the results.
G. Selected-response items: Using multiple-choice or true/false questions to
assess basic knowledge.
Example: Using multiple-choice questions to assess understanding of
vocabulary.
H. Performance tasks: Asking students to apply their knowledge and skills to
real-world problems.
Example: Having students design a budget for a school event.
I. Portfolios: Collecting student work over time to demonstrate growth and
achievement.
Example: Including samples of student work, reflections, and self-
assessments in a portfolio.
V. Gathering and Interpreting Evidence
A. Assemble evidence from a variety of sources for an accurate picture.
Example: Combining test scores, homework grades, and class
participation to assess student understanding.
B. Look for convergence of evidence from different sources.
Example: Checking to see if a student's performance on a test aligns
with their performance on homework assignments.
C. Move beyond "right or wrong" analysis to understand student thinking.
Example: Analyzing student errors to identify misconceptions.
D. Interpret assessment information from multiple sources.
Example: Using assessment data to identify areas where students need
additional support.
VI. Teacher Knowledge and Preparation
A. Understand mathematical goals: Knowing what students are expected to
learn at each grade level.
Example: Familiarizing oneself with the Common Core State
Standards for Mathematics.
B. Understand how students think about mathematics: Being aware of
common misconceptions and learning progressions.
Example: Knowing that students often struggle with the concept of
fractions.
C. Be skilled in interpreting assessment data: Being able to analyze
assessment results to inform instruction.
Example: Using data from a formative assessment to adjust lesson
plans.
D. Assessment should be a major focus in teacher preparation and professional
development.
Example: Providing teachers with training on how to design and
implement effective assessments.
VII. Types of Assessment
A. Formative: To guide instruction.
Example: Using exit tickets to check for understanding at the end of a
lesson.
B. Summative: To judge attainment.
Example: Administering a final exam to assess student learning over
the course of a semester.
VIII. Considerations for Diverse Learners
A. Consider age, experience, and special needs when selecting methods.
Example: Using visual aids for students who are visual learners.
B. Ensure all students have an opportunity to demonstrate what they know.
Example: Providing accommodations for students with disabilities.
C. Use English-enhancing and bilingual techniques for English learners.
Example: Providing translations of assessment materials for English
learners.
IX. Conclusion: The Importance of Comprehensive Assessment
A. Assessment is a critical component of effective mathematics instruction.
B. By using a variety of assessment methods and considering the needs of all
learners, teachers can create a classroom environment that promotes student
learning and success.
PREPARED BY:
1. HINOO, MARIA CELITA PRINCESS
2. GEVERO, RONELYN
3. ANTON, KRISTINE MARIE
4. ANDING, LEONY CRIS
5. NAPARAN, NORBERT
6. ABALOS, GLAIZA MAE
