Student journals offer structured time for reflection on classroom learning. These can be used in a variety of ways, including for homework review. Journals also may contain class notes and student summaries of new math concepts. Teachers can examine the use of mathematical representations, mathematical language and the clarity of presentation. Specific journal prompts help students explain what they know about math. Journals can also reveal students' misconceptions or math-related fears.
Teachers can develop reflective questions for students to answer in class, in journals or in group discussions. By working on problem-solving skills alone or in groups, teachers can assess where students may fall short during the computation process. Peers can help one another by explaining concepts in different ways from teachers. As they work together on projects, they will gain further understanding of math principles and theories.
Teachers observe student interaction and assess which students understand the material. Educators can informally assess how well students grasp concepts through classroom discussions and student participation. By using checklists to ensure each student has a solid grasp on a specific concept, teachers can informally track student progress. As part of teacher observation, educators need to call on quieter students who would normally not volunteer to assess their knowledge of the material.
Portfolios include a wide range of activities that a student collects and teachers then review. While portfolios may contain dozens of types of activities, just a few of the most commonly used include homework, peer comments, a mathematical autobiography, self-or group generated problems or word problems and solutions and long-term projects. Portfolios offer the advantage of quickly reviewing and comparing long-term student work, and provide teachers with large scope of materials to provide an overview of student work.