Using a variety of assessment strategies 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 informal assessment strategies 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. Through my informal assessment strategies series, I share suggestions for engaging assessment tools you can use to fill your assessment toolbox.
In today’s post, I’m sharing a strategy 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. It’s a great opportunity for students to practice their communication skills, engage in purposeful math talk, and develop a deeper understanding of the content.
How it Works
1. Present a problem situation to the class along with two to four student responses and supporting reasoning. Note: This task works best with student responses that reveal some type of misunderstanding.
2. Give students think time and allow them to determine who is correct and provide a justification.
3. Designate one corner of the room for each response. Have students go to the corner that represents the response they selected.
4. Give each corner an opportunity to discuss why they believe their student’s response is correct.
5. Then have each corner share their reasoning.
Note: It is important for students to feel comfortable taking risks in order for them to reveal their real thinking. If you feel that your students are not quite ready yet, consider the following modification:
1.) Have students anonymously record the name of the student they believe is correct and their reasoning on an index card or a sticky note.
2.) Students crumble and toss the index card or sticky note to a place across the room.
3.) Then have students retrieve a paper wad and go to the corner of the room that represents the response selected.
4.) Give each corner an opportunity to discuss the responses.
5.) In turn, have each corner share the reasoning from their index cards or sticky notes.
6.) Once all groups have shared, students can provide their own explanations and justifications for why their student’s response was correct or incorrect.
7.) Allow students the opportunity to change corners to match their new thinking.
Change it Up
Sound Off! Have you tried this strategy? If so, share your experience in the comments section below.