Assessment of Mathematical Understanding through Problem-Solving Approach

1. Cross-Curricular Connections: Building on Inquiry Skills

1.1. Science

1.2. Social Studies

1.3. Other Research Projects

2. Multiple Points of Entry/Engagement and Representation: All Learners In

2.1. Rich questions that allow for multiple entry points, depending on student cognitive readiness

2.2. Balance between Collaborative and Independent Problem-Solving gives equal chances for social and autonomous brain

2.3. Problems or Tasks that encourage use of manipulatives guides students from concrete understanding, involving physical action to abstract understanding, involving transfer of and connections between knowledge

3. UDL: Student Learning Profiles determine Effective Assessment

3.1. instructional approach and type of question (content, level of difficulty based on conceptual development)

3.2. how best to use specific tools (digital word problems with built-in hints, scribing for students who struggle with writing, reading aloud questions for students who have a reading disability) so that students' learning barriers removed and their understanding is accessed

4. Differentiated Assessment Strategies: Support Various Learning Modalities

4.1. Oral: Conferencing, Informal conversations during collaboration, Share and Reflect or other short presentations, as well as students' responses to questions and students' own questioning

4.2. Written Communication: Explanations that use pictures, numbers and words as well as peer and self-evaluations

4.3. Student Actions: Teacher and self-evaluation of how students engage in problem-solving, and in particular, what do they do when they are stuck