It comes from recognizing how much learning is taking place in the common tasks of the school day – and how much insight into student learning teachers can mine from this material.Īssessment for learning is ongoing assessment that allows teachers to monitor students on a day-to-day basis and modify their teaching based on what the students need to be successful. The power of such an assessment doesn't come from intricate technology or from using a specific assessment instrument.
The philosophy behind assessment for learning is that assessment and teaching should be integrated into a whole. Classroom assessment is generally divided into three types: assessment for learning, assessment of learning and assessment as learning.Īssessment for Learning (Formative Assessment) The latter demands careful attention and a deep knowledge of the mathematics concepts and principles that students are learning… The insights we gain by making assessment a regular part of instruction enable us to meet the needs of the students who are eager for more challenges and to provide intervention for those who are struggling.Īssessment is integral to the teaching–learning process, facilitating student learning and improving instruction, and can take a variety of forms. Merely spotting when students are incorrect is relatively easy compared with understanding the reasons behind their errors. It also requires teachers to be prepared to deal with students' responses. It requires planning specific ways to use assignments and discussions to discover what students do and do not understand. Making assessment an integral part of daily mathematics instruction is a challenge.
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