I appreciate the clarification/additional details.

So much to consider as I’m planning for next year… which is a good thing, as I’m actually engaged in thoughtful planning, so thanks!

Reading your comment reminded me also that writing my own assessments, and forcing myself to undergo the same analytical train your comment rides, has done wonders for me as a teacher. I reckon it’s possible to land the balance of instruction/assessment in other ways, this one just feels like an express route.

I understand the reasonable concern raised in this thread that concepts and concept-based assessments are too skills based and compartmentalized. However, cleverly constructed concepts can force students to the application level of Bloom’s taxonomy and encourage students to be clever and thoughtful. In fact, I would argue that students with weak basic skills and who would otherwise be considered remedial rely more heavily on analysis and application of a myriad of methods for their success because brute force calculations are like kryptonite for them. They have to think because they have difficulty with the basics and need “easy” paths to success.

For example:
Concept 12: I can solve a quadratic equation using an appropriate method.
a) x^2 + 4x = -3 b) x^2 + = -4x + 1 c) 4x^2 + x = 5

Easy Right? Not if you are a struggling math student. One might suggest that simply memorizing and applying the quadratic formula would be enough for this question thereby making this a simple skills-based question.

Here’s the rub. For a struggling student to use the quadratic formula, they must (without making errors) work with integers flawlessly, simplify radical expressions, and reduce fractions with radical numerators. With each additional step a weak student completes, the likelihood of an error increases.

Therefore, the focus of instruction is necessarily skills-based to some degree in that eventually the students will need to be able to work with the QF efficiently and apply brute force. However, in remedial classes the need for students to analyze different types of quadratic equations and classify them into types most easily addressed by factoring, completing the square, and the quadratic formula is paramount for these students to be successful. Further, these students need the proficiency to apply these skills when needed and without direct prompting to do so. Returning to the problem (Concept 12) above illustrated this point.

FOR A) The weak student should use factoring and the zero product property to avoid the radical simplification and fraction reducing involved in solving this problem using the QF. Factoring allows the student to solve the problem in two steps minimizing the likelihood of errors.

FOR B) The weak student should use completing the square because this seemingly simple problem KILLS students who try to use the QF at the point of radical simplification and again when they have to reduce the resulting fraction containing a radical in the numerator. Completing the square avoids all of these pitfalls because with the even middle term it will have no denominator.

FOR C) They have no choice but to use the QF, but rather than having to muscle their way through three problems they only have to attack one.

The higher levels of Bloom’s taxonomy are necessarily well represented in this schema which also, I believe, improves student retention related to this area of study.

Lastly, a concept based assessment program builds in ever-present moments for student encouragement. You can always find SOMETHING in a test that you can use to say to a kid, “wow, you look like you are really starting to get this,” no matter how poorly he or she is performing overall. Encouraged students are more likely to try more challenging Synthesis-type questions as part of a lesson or as a quiz if they feel more hopeful and empowered overall.