Developing an assessment for effective tutoring requires the use of multiple factors, including prior knowledge, pedagogical practices, and the availability of data to judge the effectiveness of a teaching strategy. The NCTM has identified eight practices for effective math teaching. These practices focus on engaging students in multiple representations of mathematics, fostering problem-solving strategies, and scaffolding students’ key portions of work. Moreover, these practices emphasize the use of visual aids and question-based approaches to convey concepts.
Using multiple assessments in a learning process supports learning and produces clear results for different audiences. However, to use multiple assessment tools, you must make the purpose of each and the aspects of achievement that each assessment sample explicitly. The assessment method should also be tailored to each context. Lastly, the assessment must be appropriate for the target audience. While multiple assessments are essential for effective learning, they cannot serve as a substitute for a holistic assessment.
In order to be effective, an assessment tool should provide actionable guidance and identify student thinking relative to learning progressions. It should also provide a means for students to make their thinking visible, as well as provide interpretation guidance. It should also help teachers and students understand what needs to happen next. By implementing the correct approach, assessment tools should increase student engagement and improve the quality of learning. The ThinkerTools example shows how effective this approach can be.
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