Effective teachers use a range of assessment practices to make students’ thinking visible and to support students’ learning.
Effective teachers make use of a wide range of formal and informal assessments to monitor learning progress, diagnose learning issues, and determine what they need to do next to further learning. In the course of regular classroom activity, they collect information about how students learn, what they seem to know and be able to do, and what interests them. In this way, they know what is working and what is not, and are able to make informed teaching and learning decisions.
During every lesson, teachers make countless instructional decisions. Moment-by-moment assessment of student progress helps them decide what questions to ask, when to intervene, and how to respond
to questions. They can gain a lot from observing students as they work and by talking with them: they can gauge students’ understanding, see what strategies they prefer, and listen to the language they use.
Effective teachers use this information as a basis for deciding what examples and explanations they will focus on in class discussion. One-on-one interviews can also provide important insights: a thinking-aloud problem-solving interview will often reveal more about what is going on in a student’s mind than a written test.
Teachers using interviews for the first time are often surprised with what students know and don’t know. Because they challenge their expectations and assumptions, interviews can make teachers more
responsive to their students’ diverse learning needs.
One-on-one interviews can also provide important insights: a thinking-aloud problem-solving interview will often reveal more about what is going on in a student’s mind than a written test. Teachers using interviews for the first time are often surprised with what students know and don’t know. Because they challenge their
expectations and assumptions, interviews can make teachers more responsive to their students’ diverse learning needs.
By asking questions, effective teachers require students to participate in mathematical thinking and problem solving. By allowing sufficient time for students to explore responses in depth and by pressing for
explanation and understanding, teachers can ensure that students are productively engaged. Questions are also a powerful means of assessing students’ knowledge and exploring their thinking. A key indicator of good questioning is how teachers listen to student responses. Effective teachers pay attention not only to whether an answer is correct, but also to the student’s mathematical thinking. They know that a wrong answer might indicate unexpected thinking rather than lack of understanding; equally, a correct answer may be arrived at via faulty thinking. To explore students’ thinking and encourage them to engage at a higher level, teachers can use questions that start at the solution; for example, If the area of a rectangle is 24 sq.cm and the perimeter is 22 cm, what are its dimensions? Questions that have a variety of solutions or can be solved in more than one way have the potential to provide valuable insight into student thinking and reasoning.
Helpful feedback focuses on the task, not on marks or grades; it explains why something is right or wrong and describes what to do next or suggests strategies for improvement. For example, the feedback, I want you to go over all of them and write an equals sign in each one gives a student information that she can use to improve her performance. Effective teachers support students when they are stuck, not by giving full solutions, but by prompting them to search for more information, try another method, or discuss the problem with classmates. In response to a student who says he doesn't understand, a teacher might say: Well, the first part is just like the last problem. Then we add one more variable. See if you can find out what it is. I’ll be back in a few minutes. This teacher challenges the student to do further thinking before she returns to check on progress.
Effective teachers provide opportunities for students to evaluate their own work. These may include having students design their own test questions, share success criteria, write mathematical journals, or present portfolio evidence of growing understanding. When feedback is used to encourage continued student–student and student–teacher dialogue, self-evaluation becomes a regular part of the learning process
and students develop greater self-awareness.
Effective teachers make use of a wide range of formal and informal assessments to monitor learning progress, diagnose learning issues, and determine what they need to do next to further learning. In the course of regular classroom activity, they collect information about how students learn, what they seem to know and be able to do, and what interests them. In this way, they know what is working and what is not, and are able to make informed teaching and learning decisions.
During every lesson, teachers make countless instructional decisions. Moment-by-moment assessment of student progress helps them decide what questions to ask, when to intervene, and how to respond
to questions. They can gain a lot from observing students as they work and by talking with them: they can gauge students’ understanding, see what strategies they prefer, and listen to the language they use.
Effective teachers use this information as a basis for deciding what examples and explanations they will focus on in class discussion. One-on-one interviews can also provide important insights: a thinking-aloud problem-solving interview will often reveal more about what is going on in a student’s mind than a written test.
Teachers using interviews for the first time are often surprised with what students know and don’t know. Because they challenge their expectations and assumptions, interviews can make teachers more
responsive to their students’ diverse learning needs.
One-on-one interviews can also provide important insights: a thinking-aloud problem-solving interview will often reveal more about what is going on in a student’s mind than a written test. Teachers using interviews for the first time are often surprised with what students know and don’t know. Because they challenge their
expectations and assumptions, interviews can make teachers more responsive to their students’ diverse learning needs.
By asking questions, effective teachers require students to participate in mathematical thinking and problem solving. By allowing sufficient time for students to explore responses in depth and by pressing for
explanation and understanding, teachers can ensure that students are productively engaged. Questions are also a powerful means of assessing students’ knowledge and exploring their thinking. A key indicator of good questioning is how teachers listen to student responses. Effective teachers pay attention not only to whether an answer is correct, but also to the student’s mathematical thinking. They know that a wrong answer might indicate unexpected thinking rather than lack of understanding; equally, a correct answer may be arrived at via faulty thinking. To explore students’ thinking and encourage them to engage at a higher level, teachers can use questions that start at the solution; for example, If the area of a rectangle is 24 sq.cm and the perimeter is 22 cm, what are its dimensions? Questions that have a variety of solutions or can be solved in more than one way have the potential to provide valuable insight into student thinking and reasoning.
Helpful feedback focuses on the task, not on marks or grades; it explains why something is right or wrong and describes what to do next or suggests strategies for improvement. For example, the feedback, I want you to go over all of them and write an equals sign in each one gives a student information that she can use to improve her performance. Effective teachers support students when they are stuck, not by giving full solutions, but by prompting them to search for more information, try another method, or discuss the problem with classmates. In response to a student who says he doesn't understand, a teacher might say: Well, the first part is just like the last problem. Then we add one more variable. See if you can find out what it is. I’ll be back in a few minutes. This teacher challenges the student to do further thinking before she returns to check on progress.
Effective teachers provide opportunities for students to evaluate their own work. These may include having students design their own test questions, share success criteria, write mathematical journals, or present portfolio evidence of growing understanding. When feedback is used to encourage continued student–student and student–teacher dialogue, self-evaluation becomes a regular part of the learning process
and students develop greater self-awareness.
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