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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