Recently I was asked what type of assessment I encountered most often while I was taught mathematics throughout my school years. Before I began taking classes toward my teaching degree and credentials, this question would have been easy to answer. The only types of assessment I experienced was written tests, written homework, and working problems on the board.
Now I find this question incredibly difficult to answer because I am aware of all the different types of informal assessment that I never would have noticed as a child. It is very possible that my teachers carried out many types of informal assessment just by observing me as I work and listening to my answers in class. In fact, I am positive they did exactly that. However, I don’t know that it was to the extent that informal assessment is carried out today. Frequently it was the answer that mattered, not the process. Today, I find much more emphasis on performance assessment of various types and the student must explain the why and how, not just provide the answer. Honestly, I think this is one of the most important changes that could occur in mathematics instruction because being able to clearly explain your reasoning is a skill that can lead to a lifetime of success.
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