Assessment is an arc, and not a one-time event. It is a regular part of the instructional cycle. Ongoing formative assessment underlies the entire learning experience and drives real-time adjustments, next steps, insights, and measurements. California ClearMath provides a balanced assessment system with various formative and summative assessments to monitor student progress.
Lesson-Level Assessments
The instructional model allows you to gather data during each Concept Lesson and use it to engage students in their zone of proximal development. In each Re-Engagement Lesson, the Explore Centers provide opportunities to reteach, reinforce skills, or extend learning.
- Ongoing Assessments help you observe and assess student understanding in real time. These supports offer suggestions for monitoring student thinking and mathematical reasoning during activities.
- As you facilitate lessons, use the Purposeful Questions to assess students’ sense-making and reasoning, gauge what they know, and generate evidence of student learning.
Interpreting and Responding to Assessment Data
To turn student data into actionable next steps, the Assessment Guide supports you in analyzing results, identifying learning needs, and making informed instructional decisions.
- Within each module and topic in the Assessment Guide, recommendations outline next steps based on student performance and assessed standards.
- These may include small group activities and games. The guide also suggests ways to group students, celebrate success, and offer additional activities for practice beyond the classroom.
Using Data to Monitor and Celebrate Success
The California Mathematics Framework highlights the importance of celebrating student success to build confidence and perseverance in math. Recognizing and celebrating achievements fosters an equitable and inclusive learning environment.
- The Transitional Kindergarten Assessment Tracker is a powerful tool for ensuring all students receive the right support at the right time. Utilizing data–not perception–prevents students from continually being placed on the same learning path and keeps them in their zone of proximal development.
