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Because the simulation is a well-specified situation, preservice teacher performance can be scored using checklists keyed to the decomposition of the practice, as well as to if/how the preservice teacher takes up specific things that the student does or says. Each item in the checklist includes criteria for proficient performance and when possible the elements of the checklist are organized to correspond with the likely sequence of the work. Using checklists allows for appraisal as the simulation unfolds which supports focused observation of the performance and enables efficient evaluation.

**What is assessed: Simulation**

- Initial elicitation (e.g., asks the student what he or she did or thought about when solving the problem)
- Follow-up questions
- Elicits specific steps of the student’s process (e.g., where the 8 comes from)
- Probes the student’s understanding of the process and understanding mathematical ideas (e.g., meaning of the “.3”)
- Attends to the student’s ideas (e.g., attends to and takes up specific ideas that the student talks about)

- Tone and manner (e.g., prompts the student fluently)
- Use of mathematical language in ways that are accessible, accurate, and precise

**What is assessed: Interview**

- Explanation the elicited student thinking (e.g., process and understanding)

Generation of a mathematically sound follow-up problem to confirm the student’s process - Anticipation of the student’s response to a given follow-up problem based on evidence from the interaction with the student
- Anticipation of the student’s understanding of particular parts of the process on the follow-up problem using evidence from the interaction
- Explanation of the generalizability of the methods
- Use of mathematical language in ways that are accessible, accurate, and precise

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