Assessing Student Understanding

Abstract

In the current high–stakes testing environment, a mention of assessment is inevitably associated with large–scale summative assessments at the end of the school year. Although these assessments serve an important purpose, assessing students' learning is an ongoing process that takes place in the classroom on a regular basis. Effectively gathering information about student understanding is integral to all aspects of mathematics instruction. Formative assessments conducted in the classroom have the potential to provide important feedback about students' understanding, guide future instruction to improve student learning, and provide roadmaps for both teachers and students in the process of learning.