Assessment: Using the Triangulation of Data

Triangulation of data involves collecting evidence from multiple sources over time. The term triangulation is often accompanied by a drawing of a triangle labeled:

Conversations, Observations, Products

Assessment should be balanced and include evidence of all three of conversations, observations, and products, or in student terms, “say, do, and write evidence”.

Assessment Tools for Observation and Data Collection

Many mathematics assessment tools exist, and educators must make decisions on which tools are best suited not only for the subject material, but also for the students. The list and examples below are certainly not exhaustive, but are intended to be a starting point for teachers. In addition, tools can be used in different ways and the same tool, depending on how it is used, can often be formative (Assessment For or As learning) or summative (Assessment Of learning).

The following table groups some assessment ideas according to how they might be used most frequently, but certainly not exclusively. Each link connects to a page that provides a brief explanation and example(s).

** Suggestions in this list are very loosely sorted and could exist in any of the columns, depending on how they are used.

Questions for reflection

  • How might you sort these tools and strategies?
  • How do you differentiate between when something is used formatively or summatively?
  • How is continuous assessment embedded in a fluid way in your instruction (assessment as instruction and instruction as assessment)?
  • How will you track these types of assessment data?
  • How does the data inform your practice?