Assessment in Investigations 3
Ongoing Formative Assessment
“Observing students as they engage in activities and conversation about their ideas is a primary means of assessing students’ learning. Such formative assessment opportunities are built into every session, particularly in the Ongoing Assessment: Observing Students at Work features, which offers questions to consider as students work.” (Assessment in This Unit)
Each unit identifies 3-8 key mathematical concepts or skills to be assessed. These benchmarks, unique to the unit and the grade, set clear expectations for what students should know and be able to do. While they do not reflect all of the math being worked on, they relate to the main math ideas of the unit.
Assessing the Benchmarks
Students solve problems and show or explain their solution strategies. These assessments are accompanied by Teacher Notes that provide examples of student work that meet, partially meet, and don’t yet meet the benchmark.
Short assessments, in grades 1-5, that serve to monitor students’ progress, and familiarize them with test formats.
These checklists focus on benchmarks and/or Mathematical Practices. They are a place to take notes about what students do (or do not yet) understand. Assessment Checklists are the only form of formal assessment in Kindergarten.
The Portfolio Opportunities list specific assignments, including all of the written assessments, that, taken together, can provide a full picture of a student’s work across the unit.
To learn more, listen to our webinar about Assessment in Investigations 3.
Opportunities for assessment are carefully woven throughout the curriculum units. These opportunities, which include written assessments and observations of students at work, provide an ongoing, in-depth portrait of each student’s understandings of, and proficiencies with, key mathematical concepts.