Using a variety of ongoing assessment techniques is an important way to assess how students are progressing toward mastery of a concept or skill. Traditional methods include tests and quizzes; however, there are a host of other tools that will not only keep your students engaged but will also provide the feedback that you need to get a gauge on your students’ understanding.
Throughout the month of September, I will be offering suggestions for engaging assessment tools that you can use to fill your assessment toolbox. Today’s strategy is called “Who’s Correct?” This assessment tool allows students the opportunity to evaluate the mathematical thinking of others and either agree or disagree with the person’s response.
Here’s how it works:
1. Present a problem to the class along with four characters’ answers and reasoning.
2. Individually, have students determine who is correct and explain.
3. To share the responses, there are a few options:
- Designate one corner of the room for each character. Have students go to the corner that represents the response they chose. Give each corner an opportunity to discuss why they believe their character is correct. Then have each corner share their reasoning. (Note: Students must feel comfortable taking risks in order for them to reveal their real thinking. If you feel that your students would not be comfortable with this, choose another strategy, i.e. like the one that follows.)
|Who’s Correct- Assessing CCSS Math 5.G.B.3 and TEK 5.5|
- Designate one corner of the room for each character. Have students record the name of the character they believe is correct and their reasoning on an index card or a Post-it Note (no names). Students wad-up and toss the index card or Post-it Note to a place across the room. Have students retrieve a paper wad and go to the corner of the room that represents the answer. Give each corner an opportunity to discuss the responses. In turn, have each corner share the reasoning from their index cards or Post-it Notes. After all corners have shared, students can provide their own explanations and justifications for why their characters’ response is correct or incorrect. At this time, allow students to change corners to match their new thinking.
A. After students have selected the response they believe to be correct, have them provide a justification for why the other responses are incorrect.
|Who’s Incorrect- Assessing CCSS Math 2.NBT.B.9 and TEK 2.4B|
Free Resource Alert: The visuals I used above are available here. To use them with your students, insert the pictures into a PowerPoint slide. Then insert a text box with the responses you want to highlight.