How do I give students feedback on Checkpoints (math)?

At Summit, we recognize the importance of formative assessment and we prioritize it throughout our curriculum. In math, the major avenue for formative assessment is daily cool-downs at the end of each lesson. These daily cool-downs replace checkpoint documents, which you'll see in other subjects and in previous iterations of the math curriculum.

Think of a math checkpoint as a group of related lessons during which there are multiple opportunities to give students feedback. The red/yellow/green tool associated with each checkpoint is one tool, of many, for providing ongoing feedback to students. Below are two possible ways teachers might use them.

Strategy 1: Use red/yellow/green to record and communicate progress towards the unit’s outcomes, as measured by cool-downs.

  • Green represents that the student has met the objectives of each lesson in the checkpoint so far, as assessed by the cool-down
  • Yellow represents that a student shows some errors or misconceptions on the cool-downs.
  • Red represents that a student shows significant errors or misconceptions on the cool-downs.

Note: If you opt for Strategy 1 and use red/yellow/green for cool-downs, you will still need to keep track of exercise set completion a different way. We recommend a spreadsheet.

Strategy 2: Use red/yellow/green to record and communicate exercise set progress.

  • Green represents completion of every exercise set within the checkpoint thus far
  • Yellow represents that a student is missing one exercise set within the checkpoint
  • Red represents that a student is missing two or more exercise sets within the checkpoint

Regardless of how you use the red/yellow/green tool, we recommend being consistent in your use and in communicating with students/parents/mentors what each color signifies. 

For more information on the Math curriculum, please look through this FAQ page!

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