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ERIC Number: EJ1113937
Record Type: Journal
Publication Date: 2016-Sep
Pages: 8
Abstractor: ERIC
ISSN: ISSN-1073-5836
Evidence-Centered Assessment
Morrow-Leong, Kimberly
Teaching Children Mathematics, v23 n2 p82-89 Sep 2016
Assessing student understanding is a critical part of a teacher's routine. Most assessments are reviewed with a quick eye, but the evidence-centered assessment strategy encourages us to slow down and look more carefully at student work samples. In this article, the author proposes guidelines for the close examination of student work. These guidelines focus on classifying the work that students do, shifting perspective to search for what is right about the student work, and homing in on evidence to make inferences about student thinking, and in this case, embrace the broader view of fluency for comparing fractions.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A