We’re diving into the fascinating topic of formative assessments. You know, those check-ins we use to see if our students are understanding the material? We’ve all relied on quizzes, exit tickets, and similar tools. But today, I want to ask: Are there better ways to figure out what our students know?
It’s interesting how we often think of assessments as a one-way street. The teacher gives the grade; the student receives it. Chapter 13 of Building Thinking Classrooms in Mathematics challenges that notion, suggesting we shift from just measuring learning to using assessments as tools to guide it—like moving from a snapshot to a GPS.
Instead of simply seeing where a student is at a given moment, we can use assessments to help them chart a course toward deeper understanding. The chapter points out that traditional methods, like quizzes and exit tickets, while useful, don’t always provide the most effective insights. For example, a quiz might tell you a student struggles with fractions, but it doesn’t reveal why. Is it the concept itself, a specific procedure, or perhaps a gap in prior knowledge?
Without understanding the root of the issue, it’s hard to provide the right support. Exit tickets can have similar limitations—offering a quick pulse check but not always enough information to guide instruction effectively.
So, if quizzes and exit tickets are like glances in the rearview mirror, what’s the alternative? Chapter 13 introduces the concept of navigation instruments, which give both students and teachers a clearer picture of the learning journey. Imagine a detailed map that breaks a unit into smaller, manageable subtopics. For fractions, this could include equivalent fractions, adding and subtracting fractions, multiplying fractions, and so on.
The key difference is that these subtopics are organized by complexity levels, from basic to advanced. This allows us to pinpoint where a student’s understanding breaks down—whether it’s at a foundational level or with more complex applications. This detailed breakdown enables much more specific and actionable feedback.
Now, you might be thinking, “Creating these detailed maps for every unit sounds time-consuming.” That’s a valid concern. But the goal isn’t to add to your workload; it’s to make assessments more effective. The chapter emphasizes adapting existing resources, like textbook exercises or worksheets, to fit this format. It’s about reframing what we already have in a more strategic way.
Another key benefit of navigation instruments is how they encourage students to take a more active role in assessing their own learning. These tools often include systems for self-monitoring. Students can use symbols to track their progress on each subtopic and at each complexity level. This self-monitoring helps students reflect on their strengths, celebrate successes, and identify areas for improvement. They’re not just passively receiving feedback; they’re actively engaged in analyzing their performance and making decisions about their next steps. In other words, they become co-pilots in their learning journey.
This shift from passive recipient to active participant has a profound impact on student motivation and engagement. And let’s address the practical side: Start small. You don’t need to create a navigation instrument for every unit right away. Begin with one unit, ideally one where your students typically struggle. Collaboration is also key—team up with colleagues to share the workload and ideas.
When creating navigation instruments, avoid pitfalls like making subtopics too broad or too narrow. Aim for that “Goldilocks” balance where subtopics provide meaningful feedback but aren’t overwhelming. Also, use clear and concise language that students can understand. For example, instead of saying “demonstrate proficiency in algebraic expressions,” you might say “be able to solve equations with variables.”
This approach transforms assessment from a tool for judgment to a tool for growth. It also reshapes the teacher’s role, from evaluator to guide. By working collaboratively with students to map out their learning journey, we foster trust and mutual respect, opening the door to more meaningful feedback and communication.
Navigation instruments also address a critical issue: student motivation. Traditional methods can discourage struggling students by creating a sense of hopelessness. In contrast, navigation instruments break the learning into smaller steps, making the journey less daunting. By emphasizing progress over perfection, they encourage students to embrace challenges and celebrate growth.
Another motivational element is choice. By allowing students to select their starting point within the complexity levels, we honor their individual needs and tap into their intrinsic motivation. For example, a confident student might jump to intermediate tasks, while another may begin with the fundamentals.
As we wrap up, I want to challenge you to reflect on your assessment practices. Are your current methods truly supporting student learning? Or could tools like navigation instruments empower your students to become more self-directed and engaged learners? The answer might surprise you.