How Do We Keep Kids Connected to their Progress?
Communicating with students is key! Students can only self-assess when they are aware of all of their benchmarks and assessments. It isn’t just important for them to know a grade, but exactly which skills they are strong in and which ones they still need to improve.
What Different Eureka Math Assessments Tell Students About Their Learning
The Eureka Math program provides a variety of assessments and assessment strategies. The mid module assessments give us a level students are at in the middle of the module. This means, they have been taught half of the lessons so far. It helps us as teachers know if students are understanding the material, but it is also great for students to get a sense of how they are doing so far. Share with the students what you think they still need to work on, but also allow them to review the test themselves and note what they also think they need more time to practice.
The fluency sprints are very helpful! Even though these are not a formal assessment, they give students a great idea of how they are working with fluency and mental math strategies. I grade these as a class. This way students are marking and correcting their own answers. This will help them internalize and connect to what areas they still need to keep working on.
The lesson exit tickets are also a quick communication for students about their progress. I check over these quick and give them right back or grade them as a class. Too much time between when the students complete them and when they see how they did may create a loss in student connection to the work.
The end of module assessments are cumulative assessments. They have a mix of everything they have learned in the entire unit. This is an important style of test, because it shows students what they have retained long term. They may see a problem or strategy they haven’t worked on in a few weeks.
The Assessment Culture
Students learn about the assessments and what they mean through the culture we present. Although, yes, we do need grades for traditional benchmarking and report cards, we are able to set a positive climate around these assessments.
Instead of a take and test and move on mentality, we can provide feedback to our students that these assessments are just a gauge to check in on learning. They are living and continuous. We can set goals and retest on skills and concepts. If students begin to view their assessments in a cyclic fashion instead of a checklist concept, they will be invested in learning. They will not feel failure, but just the idea of, “I don’t know this yet.”
Student Lead Conferences
Allowing time for conferencing with students about their classwork and assessments creates a dialogue and feedback to students that is constructive. After the students are comfortable with this dialogue, they will take the lead and begin to self-talk in a reflective way about their work. As the teacher, provide reinforcement, encouragement, and guidance. Allow students to lead the conversations and discuss what did not work and what other ways they may be able to solve the problem to lead them to success.
When grading student assessments or conferencing with them, provide specific feedback. Instead of just general comments or just marked correct or incorrect. Give strategies, models, and explanations. Students will become invested in your feedback when they know these questions will come around again in the future. They will be ready next time!
Keeping students informed of their math progress will give them the power to reflect on their learning. They will be invested in setting their own math goals and motivated to keep challenging themselves.
- Classroom Teacher
This website uses marketing and tracking technologies. Opting out of this will opt you out of all cookies, except for those needed to run the website. Note that some products may not work as well without tracking cookies.Opt Out of Cookies