Grade+Level+Formative+Math+Assessments

The Purpose of the Formative Instructional and Assessment Tasks
(source- [|NC Department of Public Instruction])

**__ Mathematical Concepts Assessed __**
The //Formative Instructional and Assessment Tasks// are designed to reveal the extent to which a student knows and understands specific concepts. Moving beyond only whether an answer is right or wrong, the tasks focus attention on the thinking and processes that all students use in solving the tasks, with opportunities to demonstrate his or her knowledge, skill, and understanding.

Therefore, the tasks assess the //Common Core State Standards// and highlight //Standards for Mathematical Practice// that may emerge as students explore the tasks. The rubric specifically addresses the conceptual understandings indicated in the CCSS-M. The //Standards for Mathematical Practice// that are likely to emerge are indicated in **bold** for each task.

Since both written and oral correct answers and appropriate processes are valued in mathematics, teachers find that observing students and talking with them are ways to provide students with opportunities to demonstrate what they know and can apply in new situations. Thus, the teacher is encouraged to ask the student clarifying questions //during// the assessment or //after// the assessment to gain a more accurate picture of what the student knows and understands. Insight into children’s thinking helps teachers build on what students understand, not just what they can do by memorizing processes.

**__ The Role of the Classroom Teacher __**
The classroom teacher uses the tasks in a formative manner. Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes. Therefore, a teacher may use these tasks to:
 * Determine prior knowledge regarding a concept that is about to be taught.
 * Assess understanding throughout an instructional sequence to gain an understanding of how to best meet the needs of all of the students in an on-going basis.
 * Determine if the student is //not yet// //proficient// on a particular concept or if the student is //proficient//, demonstrating proficiency.
 * Assess understanding after the instructional sequence to determine if all students are proficient with that concept and are ready to move forward.

The teacher may administer the tasks to a **whole class**, **small group** of children, or an **individual** student, depending on the purpose for collecting data. For example, the teacher may decide that s/he would like to gain awareness of the entire class’ understanding of a particular concept. Thus, the task(s) selected would then be administered to all of the students in the class. Other times the teacher may need to determine what a particular student, or small group of students, understands in order to plan the most effective mathematical experiences. Thus, the task(s) selected would then be used with the selected student(s). Therefore, the assessment tasks can be used in multiple ways with the purpose of informing instructional planning and practice.

Click the grade level below for links to formative assessment tasks developed by the North Carolina Department of Public Instruction by common core standard domain:
[|Grade 3]

[|Grade 4]

[|Grade 5]

Grade Level Math Resources- Howard County Public Schools
[|Kindergarten]

[|Grade 1]

[|Grade 2]

[|Grade 3]

[|Grade 4]

[|Grade 5]