Assessment Technology:

Assessment and evaluation requires thoughtful planning and implementation to support the learning process and to inform teaching. All assessments and evaluation of student achievement must be based on the outcomes in the provincial curriculum and allow for flexibility determined by the needs of the student.

There are three interrelated purposes of assessment (Assessment For, AS, and OF Learning1). Each type of assessment, systematically implemented, contributes to an overall picture of an individual student’s achievement. See also the Saskatchewan Ministry of Education definition summaries below.2

  • Assessment FOR learning (formative assessment)
  • Assessment AS learning (formative assessment)
  • Assessment OF learning (summative assessment)

There are many digital tools that engage students while also giving teachers key information to help them be responsive to student learning needs. Existing digital assessment tools cover nearly all math topics and many are free for teachers to access and use.

 For formative assessment in particular, digital learning tools offer many advantages. Research findings reveal positive effects on achievement (Faber, Luyten, & Visscher, 2017, p. 83).

 Why are digital assessment tools helpful for formative assessments?

  • Portability – Assessments can be used on mobile devices or in individualized online learning environments.
  • Adaptability – Students can practise with assignments responsively adapted to their learning needs.
  • Immediacy – Students can receive feedback immediately after assignments or assessments are completed.
  • Data Rich – Teachers can receive detailed reports on the progress of their students, either as individual student progress, or as classroom level progress compared to standardized benchmarks.
    (Faber, Luyten, & Visscher, 2017, p. 83)3

Make sure to consult your school division’s math contact regarding any specific math software you may have access to through your division.

Searching for tools:

When seeking digital formative assessment tools to support your math classroom, try searching “formative assessment tools in math.”


(This list is representative. It is neither an exhaustive list nor a deliberately curated list.)

1 See High Quality Assessment Practices section of the SaskMATH Resource

2 Assessment for learning (formative assessment) involves the use of information about student progress to support and improve student learning, inform instructional practices, and:

  • is teacher-driven for student, teacher, and parent use;
  • occurs throughout the teaching and learning process, using a variety of tools; and
  • engages teachers in providing differentiated instruction, feedback to students to enhance their learning, and information to parents in support of learning.

Assessment as learning (formative assessment) actively involves student reflection on learning, monitoring of his/her own progress, and:

  • supports students in critically analyzing learning related to curricular outcomes;
  • is student-driven with teacher guidance; and
  • occurs throughout the learning process.

Assessment of learning (summative assessment) involves teachers’ use of evidence of student learning to make judgements about student achievement and:

  • provides opportunity to report evidence of achievement related to curricular outcomes;
  • occurs at the end of a learning cycle using a variety of tools;
  • provides the foundation for discussions on placement or promotion.Evaluation compares assessment information against criteria based on curriculum outcomes for the purpose of communicating to students, teachers, parents/caregivers, and others about student progress; and to make informed decisions about the teaching and learning process.
    Saskatchewan Ministry of Education. (2009). Mathematics 9. (pp. 39-40).  

3 Faber, J. M., Luyten, H, & Visscher, A. J. (2017). The effects of a digital formative assessment tool on mathematics achievement and student motivation: Results of a randomized experiment. Computers & Education, 106, 83-96.

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