Assessing Student Understanding: A Framework or Testing and Teaching

Autor/inn/en	Brendefur, Jonathan L.; Strother, Sam; Rich, Kelli; Appleton, Sarah
Titel	Assessing Student Understanding: A Framework or Testing and Teaching
Quelle	In: Teaching Children Mathematics, 23 (2016) 3, S.174-181 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Mathematics Education; Mathematics Instruction; Mathematics Achievement; Mathematics Tests; Mathematics Teachers; Teaching Methods; Formative Evaluation; Summative Evaluation; Vignettes; Grade 1; Grade 4; Elementary School Mathematics; Mathematical Logic; Thinking Skills; Mathematics Skills; Problem Solving; Mathematical Concepts; Academic Achievement + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; School year 01; 1. Schuljahr; Schuljahr 01; School year 04; 4. Schuljahr; Schuljahr 04; Elementare Mathematik; Schulmathematik; Mathematical logics; Mathematische Logik; Denkfähigkeit; Mathematics ability; Problemlösen; Schulleistung
Abstract	Teachers use the word assessment to describe any method of gathering information about student learning. Whether it be formative assessment (intended to guide instructional decisions) or summative assessment (a reflection on the entirety of student learning from prior instruction), teachers are constantly working to identify what their students know and how deeply they understand what they are learning. The process of assessing student learning requires teachers to look beyond merely correct and incorrect responses that students have given to different questions and assessment items. If a student makes an error, teachers must discern the severity of the error and what caused the incorrect response. Via vignettes, this article takes a look inside first- and fourth-grade classrooms where teachers demonstrate how to use a research-based structure, known as the Initiative for Developing Mathematical Thinking (IDMT) assessment framework, during instruction to choose tasks that elicit different levels of comprehension. The IDMT assessment framework comprises three levels of assessment and draws on more substantive work in the field of task and assessment from such authors as Hiebert (1986), Webb (2002), de Lange (1999), and Stein and Smith (1998): (1) Level 1: Skill; (2) Level 2: Problem solving and concepts; and (3) Level 3: Reasoning and justification. By using the IDMT assessment framework, teachers can thoroughly determine not only what students know but also how deeply students can reason about or understand the content. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/teaching-children-mathematics/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01