Assess with the Heart

Description:

In this episode, we introduce Assess with the Heart, a recurring series where we explore the challenges and opportunities in math assessments. Assessments shouldn’t just be a measure of learning—they should be a tool for growth. We’ll dive into proactive planning, balancing challenge and support, and using assessments as a way to deepen student understanding.

Join the conversation and share your thoughts using #MathUniversallySpeaking on social media. Let’s work together to make math assessments more meaningful for every student!

References:

CAST. (2024). Universal design for learning guidelines version 3.0. Retrieved from http://udlguidelines.cast.org

Rufo, J., & Martiello, R. (2024). Conquering math myths with Universal Design: An inclusive approach to instruction K-8. ASCD.

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards (CCSS). Washington, DC: Authors. Retrieved from http://www.corestandards.org

Transcript

Introduction

Welcome back to Math Universally Speaking! I’m Ron Martiello, and I’m thrilled to have you here for another episode where we dive into the world of math instruction through the lens of Universal Design for Learning. Today’s episode is part of a recurring series we’ll be calling Assess with the Heart. From time to time, we’ll revisit the opportunities and challenges surrounding assessments because we know this is a topic that impacts students and teachers alike. We want to ensure that assessments are not just another metric but a tool to truly measure our students’ learning.

Today, we will focus on curricular-based assessments. These are standardized within our curriculum, and while we may not have much say in changing them, we do have the power to take a proactive approach in preparing our students. By scaffolding instruction and providing meaningful engagement with math, we can equip students with the skills they need to succeed. Even after the tests are collected, there are still opportunities for growth and understanding. So, how do we do that while keeping student variability at the forefront? Well, stay tuned to find out!

Proactive Planning with a Focus on Relevance, Value, and Authenticity

As educators, we often feel like we’re reacting to assessments rather than having control over them. But the truth is, we have more control than we think. By planning with the end in mind, we can shift our mindset and better prepare our students. Analyzing an upcoming assessment allows us to anticipate the types of thinking students will need and embed opportunities for them to practice these skills throughout instruction.

This isn’t about teaching to the test—it’s about ensuring students develop the reasoning and problem-solving skills necessary to navigate assessments successfully. By proactively integrating these elements into instruction, we remove the mystery from assessments and create an environment where students feel prepared and confident.

Let’s consider a scenario where a test question presents a situation involving an incorrect solution to a problem. The test-taker must analyze the given work, identify the mistake, and determine the correct solution. We may begin to ask questions about how this type of problem relates to the content standard we are trying to measure. However, this type of problem is relevant as it relates to Standard Math Practice #3: Creating viable arguments and critiquing the reasoning of others. When students engage in this type of analytical thinking during instruction, they build confidence in their ability to approach problems critically. Embedding similar tasks throughout the learning process helps students develop self-checking habits and fosters a culture of mathematical reasoning. This proactive approach reduces stress and helps students feel more equipped to tackle similar tasks with confidence.

These strategies aren’t about test preparation—they empower students to approach assessments with confidence, knowing they’ve been supported along the way. By taking a proactive approach, we help remove the mystery of assessments and make them a natural part of the learning journey.

Scaffolding Challenge and Support throughout Instruction

Instruction plays a critical role in preparing students for assessments. We must focus on optimizing both challenge and support to keep students engaged and motivated. Learning variability means some students will require different levels of scaffolding, and that’s okay.

When introducing a new concept, some students may need concrete manipulatives to build a conceptual foundation, while others may be ready to dive into abstract reasoning. The key is to create multiple entry points so all students can engage in problem-solving from their own understanding, then gradually build their capacity for more complex tasks. As understanding deepens, we can introduce tasks that require students to apply their reasoning in new ways—such as multiple-choice questions where more than one answer could be correct. These questions push students to justify their thinking, analyze different solutions, and explain why one response might be better than another. By scaffolding these reasoning skills throughout instruction, we help students build confidence in navigating complex problems, making assessments feel like a natural extension of their learning.

When we scaffold in this way, we maximize transfer and generalization—helping students apply their reasoning across different contexts rather than just preparing them for the test.

Actionable Feedback After the Test

Assessments don’t just measure learning; they inform us about how students learn. Test results bring variability—they can create a sense of accomplishment or leave us questioning the hours of hard work invested. In either case, our response is critical for our learners. Assessments should be tools for reflection, guiding students to deepen their understanding rather than just providing a score and moving on.

One powerful way to do this is through student interviews. After an assessment, take the time to ask students about their reasoning. If they got a problem wrong, ask them to walk you through their thinking. Often, a simple misconception or precision error can lead students to an incorrect response, and a quick conversation can clear it up. Partnering with students in this way provides valuable insights into their understanding, makes better use of our instructional time moving forward, and allows us to provide targeted support for future learning.

Closing: Honoring the Work of Educators

As educators, we constantly juggle the demands of curriculum, assessments, and the diverse needs of our students. It’s a challenging job, and I want to take a moment to acknowledge the incredible effort you put into your craft every day. Although the strategies we’ve discussed today will help make assessments more meaningful for students—they’re also about making our efforts more effective and fulfilling. By planning ahead, optimizing challenge and support, and using assessments as tools for future learning, we can create math classrooms where all students feel successful and valued.

Thank you for joining me on Math Universally Speaking. I encourage you to continue to find ways to Assess with the Heart. We’ll keep revisiting these ideas and exploring new strategies to support both students and teachers. If you found today’s episode helpful, please share it with a colleague or join the conversation on your favorite social media platform. Let’s continue working together to create equitable, inclusive math instruction.

Thanks for listening, and I’ll see you next time! Take care!

Professional Development

How do you currently identify and address the varying levels of student understanding during assessments? How might this process change to be more intentional and supportive for all students?
What strategies do you use during instruction to ensure that all students are engaged and are making progress towards the goals of the assessment? How could you adjust your scaffolding to maximize learning for every student?
After giving an assessment, how do you typically use feedback to help students reflect on their mistakes and improve? What changes could you make to make feedback even more actionable and reflective of the specific needs of your students?