Assessment for Learning in Mathematics
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Assessment for Learning in Mathematics. Learning Objectives By the end of this session you… MUST: have pretended to enjoy it. SHOULD: have stayed awake. COULD: even have got a couple of ideas to use. Assessment for Learning in Mathematics. Assessment for learning is the process of

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Learning Objectives By the end of this session you… MUST: have pretended to enjoy it. SHOULD:

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Learning objectives by the end of this session you must have pretended to enjoy it should

Assessment for Learning in Mathematics

Learning Objectives

By the end of this session you…

MUST:

have pretended to enjoy it.

SHOULD:

have stayed awake.

COULD:

even have got a couple of ideas to use.


Assessment for learning in mathematics

Assessment for Learningin Mathematics

Assessment for learning is the process of

seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning,

where they need to go and how best to get there.


Or in simple

Or in simple…

‘knowing where they are,

where they need to be and

how to get there’


Thinking about algebra

Thinking about algebra

  • Think of a number, call it n.

  • Double it.

  • Add 4.

  • Divide your answer by 7.

  • Multiply your answer by 2.

  • The result is 4.

  • Show me the equation.


Afl in context

AFL in context

In classrooms where assessment for learning is practiced, students know at the outset of a unit of study what they are expected to learn.

At the beginning of the unit, the teacher will work with the student to understand what she or he already knows about the topic as well as to identify any gaps or misconceptions.

As the unit progresses, the teacher and student work together to assess the student’s knowledge, what she or he needs to learn to improve and extend this knowledge, and how the student can best get to that point.

Assessment for learning occurs at all stages of the learning process.


Factors that contributed to the pupils learning

Factors that contributed to the pupils’ learning

  • Making the learning objectives and learning outcomes clear to pupils

  • Placing the learning objectives in a longer-term context

  • Allowing time to think before answering questions

  • Providing oral feedback which helps move pupils on

  • Requiring pupils to self and peer assess

  • Focusing feedback on specific targets for improvement

  • Allowing pupils to demonstrate their understanding in different ways


Simple topic ideas

Simple topic ideas

  • Linear Graphs

  • Fractions


Head down assessment

‘Head Down’ assessment.

  • A line parallel to y = 3x – 2 would be

    a) y = 2x – 2 or b) y = 3x + 4

  • A line steeper that y = 3x +1 would be

    a) y = 4x – 4orb) y = 2x + 10


Learning objectives by the end of this session you must have pretended to enjoy it should

  • On average, one pupil misbehaving, talking out of turn or causing the teacher to stop the lesson wastes about 20 seconds of the lesson.

  • a)If there are 32 pupils in the class, what is the total learning time that is wasted from this one incident?

  • Give your answer in minutes and seconds.

  • On average, this happens 12 times a lesson. What is the total learning time that is wasted in the whole lesson.

  • Give your answer in hours and minutes.

10mins 40secs!

2hrs 8mins!!


Effective peer and self assessment

Effective peer and self assessment

Key requirements in developing these skills:

  • Expected learning outcomes must be explicit and transparent to pupils

  • Pupils need to be able to identify when they have met some or all of the success criteria

  • Pupils need to be taught the skills of collaboration in peer assessment

  • Pupils need to be able to assess their own progress to become more independent learners


Socratic questioning tell me more

Socratic Questioning – tell me more!

  • Why are you saying that?

  • What exactly does this mean?

  • How does this relate to what we have been talking about?

  • What is the nature of ...?

  • What do we already know about this?

  • Can you give me an example?

  • Are you saying ... or ... ?

  • Can you rephrase that, please?


Back to back mapping

Back to back mapping


Back to back mapping1

Back to back mapping

Why?

  • Lasting learning occurs through focused attention to detail

  • Listening & questioning skills are deliberately developed

  • Inclusive – by removing the need to read & write

  • It’s an exercise in cooperation

    Variation

  • Try using it with square paper

  • Try face to face to allow for eye contact

  • Discuss what technical terminology could be used

  • What other area of maths could you use?


Codebuster

Codebuster

  • 9 13 4 5 6 9

  • 1 5 7 8 2 6 7 10 11 10 12 10 9 3

o x e = i

3 x d = 12

y - o = r

3d = l

o + y = e

y2 = t

3 X o = n

n < 10

o + e = 12

yd = u - r

2p = n + i

3y + 2 = b

2y = n


How to save time marking

How to save time marking…


50 ideas for afl in mathematics

50 ideas for AFL in Mathematics

  • AFL in Maths.doc


Learning objectives by the end of this session you must have pretended to enjoy it should

  • Assessment for Learning should:

  • be part of effective planning of teaching and learning;

  • focus on how students learn;

  • be recognised as central to classroom practice;

  • provide learners with constructive guidance about

  • how to improve;

  • develop learners’ capacity for self-assessment so they

  • can become reflective and self managing;

  • recognise the full range of achievement for all learners.


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