Ontario's Growing Success framework distinguishes three purposes of assessment. All three matter; the mix shifts as a unit progresses. This page explains each, gives math-specific examples, and ends with a planning checklist. Assessment FOR and AS learning are formative (they inform); assessment OF learning is summative (it reports).
Formative. Happens during learning to guide the next teaching move.
The teacher, to adjust instruction.
Formative. The student monitors their own learning.
The student, to self-regulate.
Summative. Happens after learning to report achievement.
The teacher, to assign a grade and report.
The purpose is in how you USE the evidence, not the activity itself. The same task can serve different purposes.
| Activity | Used FOR learning | Used AS learning | Used OF learning |
|---|---|---|---|
| Solving a rich problem | Teacher notes strategies and plans tomorrow | Student checks work against criteria | Graded as a culminating task |
| Exit ticket | Sort into 'got it' / 'almost' / 'reteach' | Student rates own confidence | (rarely; too small to report on) |
| Math journal | Teacher reads to find misconceptions | Student reflects on growth | Portfolio entry for the report card |
| Quiz | Identify gaps before the test | Student sees what to study | Counts toward the term mark |