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February 2018 | Volume 75 | Number 5 Measuring What Matters Pages 76-78
Tracey Tinley
How a common math tool gave one teacher a gateway to reconceptualizing assessment.
Pre-quiz. Survey. Check-in. It didn't matter what term I used in September, the air was sucked out of math class the second there was a hint of an assessment about to take place. There was no avoiding it—my tests were becoming a problem.
Like many math teachers, I value having a starting point to gauge my students' current understanding of the concepts we'll be studying. Diagnostics—the term used in Canada for what's also called pre-assessments—have been my crystal ball into the future learning needs of my students. Pedagogically, they make sense. They pinpoint where the gaps might be for some learners and highlight areas where others might need extension activities.
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