> For the complete documentation index, see [llms.txt](https://hyfbe.gitbook.io/teacher-curriculum/llms.txt). Markdown versions of documentation pages are available by appending `.md` to page URLs; this page is available as [Markdown](https://hyfbe.gitbook.io/teacher-curriculum/topics/assessing-class-performance.md).

# Assessing class performance

This is linked with greater student performance

## Misconceptions

what are common student mistakes and misconceptions for the subject you're teaching? the leanest way to figure this out is to read through old student assignments for the week. If you have more time you can get in touch with past coaches or students to find out what concepts were hardest to grasp

## Preparation

* Read this <https://computinged.wordpress.com/2013/05/13/the-critical-part-of-pck-what-students-get-wrong/>
* <https://www.youtube.com/watch?v=eVtCO84MDj8>
* Read this: `For debugging, I’m reminded of Beth Simon et al’s recent Peer Instruction work where she was deliberately constructing examples where students were likely to show a shallow or incomplete model of programming, e.g. they would have problems with loops that start at 1, or go backwards, or have less than vs less than or equal to end conditions. As I understand it, Simon et al said there was a fine art in example construction, to make sure it drew out common student misconceptions so that they could be discussed and corrected/` - <https://computinged.wordpress.com/2013/05/13/the-critical-part-of-pck-what-students-get-wrong>
* <http://teachtogether.tech/#s:pck-mistakes>
* [Mental models](https://www.youtube.com/watch?v=AbAfM7AFO3k). Like the example with sun, finding and breaking misconceptions is breaking up/chainging mental models, which is hard

## Exercises

* [Exercise](/teacher-curriculum/exercises/assessing-class-performance.md)

## Learning Paths

* [Teaching the class](/teacher-curriculum/learning-paths/teaching-the-class.md)


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