Assessment in the Math Classroom
Assessment is defined in the Assessment
Standards as “the process of gathering
evidence about a student’s knowledge of,
ability use, and disposition toward
mathematics and of making inferences
from that evidence for a variety of
purposes” (NCTM, 1995, p.3)
Playing With Sticks
In Triangles and Beyond (1998)
Mathematics in Context
Playing With Sticks
Roger and his sister are playing with
sticks. They decide to try to find all the
triangles that they can possibly make from
the sticks they have. They are:
3 sticks at 1 cm length
2 sticks at 3 cm length
2 sticks at 6 cm length
2 sticks at 8 cm length
2 sticks at 11 cm length
1) Name at least 8 different triangles that could
be formed using the above sticks.
2) Explain how you know that the measurements
that you put above will form triangles.
3) Next to each triangle measurements or
drawing that you included, write whether the
triangle that was created would be scalene,
isosceles, or an equilateral triangle.
Assessment Used: Playing With Sticks
Meets Approaching Emerging Limited
Expectations Expectations Knowledge
4 3 2 1
Creating Student can use the Student can use the Student successfully Student successfully
triangles using property and property and creates 3-5 triangles. creates 2 or less
the property: successfully creates successfully creates The student may or triangles. The
sum of two 8 triangles. 6-7 triangles. The may not understand student does not
sides of a student understands the relationships of understand the
triangle is the property but the lengths of sides relationships of the
greater than the made an error. in a triangle. lengths of sides in a
length of the triangle.
Explanation of Students can explain Student explained Student attempted an Student did not
property: sum the property using the property but had explanation but was attempt an
of two sides of accurate math terms. an error in reasoning incorrect in reasoning explanation.
a triangle is used. used.
greater than the
length of the
Classifying Student correctly Students correctly Student correctly Student correctly
scalene, identified all 8 identified 6-7 identified 4-5 identified 3 or less
isosceles, and triangles. triangles. triangles. triangles.
Purposes of Assessment
Evaluation is different from assessment. Evaluation is the process of determining
worth of, or assigning a value to, something on the basis of careful examination
and judgment” (NCTM, 1995, p.3)
Rubrics and Performance Indicators
A rubric is a framework that can be
designed or adapted by the teacher for a
particular group of students or for a
particular math task.
Consists of a scale of three to six points
used as a rating of performance rather
than a count of how many items are
correct or incorrect.
A rubric is a scale to judge performance
on a single task, not a series of
Performance indicators are task-specific
statements that describe what
performance looks like at each level of
the rubric and establishes criteria for
Some Sample Rubrics
Van de Walle (2005). Elementary and Middle School Mathematics. Chapter 5.
Examples of Rubrics….
Van de Walle (2005). Elementary and Middle School Mathematics. Chapter 5