Assessment strategies: connections between Mathematical Mindset and Alternative Formative Assessment

Abstract

In this article we show how some assessment strategies (mathematics portfolio, math journal, rubrics, comments, self-assessment and conference) dialogue with Fernandes' Alternative Formative Assessment (AFA) (2006) and Boaler's Mathematical Mindset (2018). We understand that critical educators, from Freire's perspective, are not mere performers of other people's practices and ideas and that, therefore, they seek to reflect on their practices within a complex context. Thus, instead of offering ready-to-use "assessment tools", we present reflections on the assessment process (what, how and why assess?) starting briefly from its negative effects (classification, discrimination, anxiety, distortions in meaning of what it is and how to learn mathematics), going through a clarification of what a formative assessment does mean, and also presenting elements of Mathematical Mindset that help to make happen such Alternative Formative Assessment (AFA) in mathematics specific context. Finally, we present assessment strategies samples regarded as coherent with previously discussed and helpful to mathematics teachers in their own context of practical and reflective evaluation.