The Digging into Math program includes both formative and summative assessments as well as extended response tasks.
Skill Checks (Formative)
A Skill Check is provided for each lesson. It consists of three selected response items and three constructed response items that assess student learning of the lesson target. The Skill Check is a formative assessment tool that can be used to gauge student understanding of the concepts and skills in the lesson. Each skill check includes at least two questions modeling next generation assessment items. See a sample Skill Check here.
End of Book Assessments (Summative)
At the end of the unit, there are two types of unit assessments that test all targets from the unit. Some units have two assessments due to the length of the unit and the number of standards learned. Each assessment has two forms (A and B) and teachers can determine if the assessments should be given together or separately. On each assessment the problems are given in the order of the lessons in the unit. These tests include:
Selected Response Assessment
The selected response assessments include one to two questions per lesson that the test addresses. Test items include traditional multiple choice, true/false or yes/no and multiple choice items with more than one correct answer. This test can be used as a pre-assessment prior to the beginning of the unit or set of lessons. See a sample Selected Response here.
Constructed Response Assessment
The constructed response assessments provide students an opportunity to show their comprehension of the learning targets without answer choices given. Each assessment includes one to two questions per lesson that the assessment addresses. Test items include students solving problems, explaining their reasoning or explaining the error in another student’s work, among other next generation assessment items. See a sample Constructed Response Assessment here. Constructed Response Assessment here.
There are two tasks in each unit, one appropriate to use after a lesson near the middle of the unit and one appropriate to use after a lesson near the end of the unit. Each high-cognitive task identifies the lesson after which it can be used. In addition to addressing several content standards, they are designed to promote student learning of the standards for mathematical practice and encourage students to communicate their reasoning. These can be used as classroom activities for students to productively struggle as they integrate concepts and show multiple strategies to complete a problem, or when a problem has multiple answers. They can also be used as a formative assessment. See a sample Task here.