Title: Ongoing Classroom Assessment of Mathematics – Assessing for Understanding

In this session participants will examine a model of ongoing classroom assessment in development by the Vermont Mathematics Partnership. The model draws on findings and recommendations in Adding it Up: How Children Learn Mathematics (2001), Knowing What Students Know: The Science and Design of Educational Assessment (2000), Assessment in Support of Instruction and Learning: Bridging the Gap Between Large-scale and Classroom Assessment (2003), How People Learn: Brian, Mind, Experience, and School, Expanded Addition (2001), Jim Minstrell’s work on Facet of Learning, and cognitive research in the development of specific mathematical concepts. The model is an evolving example of “bridging the gap” between large-scale and classroom assessment in support of student learning. Participants will explore the model, examine student work from early one-on-one interviews with students, and have an opportunity to provide feedback on the developing model.