PARTNERS for Mathematics Learning Formative Assessment to Support Student Learning

1. PARTNERSfor Mathematics LearningFormative Assessment to Support Student Learning Module 6 Grades K-2 Collaboration Around Assessment

2. Overview of Modules Module 1: Learning Targets Module 2: Task Selection & Questioning Module 3: Inferences & Feedback Module 4: Making Students Active Partners Module 5: Decisions: Next Steps Module 6:Collaboration Around Assessment 2

3. Teaching-Learning Cycle Clear Learning Targets Instructional Tasks & Questioning Decisions: Next Steps Collaboration Around Assessment Student Self-Assessment & Responsibility Inferences & Feedback 3

4. Goals for Module 6 << first part - collaboration>> -planning task, administering, developing common expectations -getting assistance with planning -getting assistance with puzzling work <<second part - kinds of knowledge/processes (may have to become common core)>> <<third part - NCTM assessment brief>> 4

5. Small Changes: Big Impact • Final look at ideas from previous modules • Sticky issue of grading • Student work: information and feedback • Reminder: rubrics to guide mastery • Benchmark tests and multiple choice • Working collaboratively • Challenge for change

6. Summative Assessments • Someone once noted that you can’t make a chicken gain weight by weighing it more often • How does this fact relate to the issue of testing? ?? ?

7. Using Benchmark Assessments Benchmark assessments are helpful if • They do not take too much valuable instruction time • Their results can be used to meaningfully affect instruction Be careful you’re not just weighing the chicken!

8. Goals of Benchmark Assessments • What would be the goals of benchmark testing? • For district leaders • For all teachers with the same grade level • For individual classroom teachers Be careful you’re not just weighing the chicken!

9. Benchmark Assessments – M.C. • Multiple choice (M.C.) question structure is financially the most efficient type of assessment for any large scale testing • Carefully crafted M.C. questions may help highlight misunderstandings in mathematical processes as well as content knowledge • M.C. questions can be teaching tools within the classroom

10. Rules of Exponents • Simplify the following expression The correct answer is • Create 3 other responses you would use as answer choices for this task

11. Rules of Exponents • Share your answer choices with a partner • What misunderstandings might you infer when a student chooses your incorrect responses? • Do some answer choices provide more or less insight into students’ understandings?

12. Rules of Exponents • How could you structure a class discussion around this type of activity when students generate “logical” wrong answers as well as the correct response? • If a number of students missed the same problem on a Benchmark or other test, how could working in groups to explain the logic behind the wrong answers help clear up students’ misconceptions?

13. Another Alternative For M.C. • 1 – 0.80 is a.) 2.0 b.) 0.20 c.) 0.92 d.) 0.02 • What can you learn about student’s thinking with this answer sheet?

14. Other Alternatives for Using M.C. • Turn M.C.into open (constructed) response by omitting choices • Have students write questions and correct answers; you add other choices and use their questions on tests • Other ideas?

15. What Are Teacher Collaborations? • Groups of educators working together to improve teaching and learning • Grade level teachers planning instruction • Department meetings for program planning • Teachers involved in lesson studies • Professional Learning Communities (PLCs) • Pairs are usually unstructured, but groups usually have a structure for collaboration

16. How Should Teachers Collaborate? • With a goal in mind - groups are most productive when there is a clear purpose to the meeting • In a collegial and supportive environment - a safe place to share • Not for evaluation of one another, but for the sake of inquiry - this is the formative aspect of the teaching profession

17. Teacher Collaborations • Should have an agenda • Including goals for the meeting • Including guidelines for how the meeting is run • Should be run by a facilitator • Implements and assures adherence to the agenda; keeps the group “on task” • Manages discussions and debriefing • Acts as a “neutral body”

18. Utilizing Colleagues’ Ideas • Collaborations can be formative when they study teaching: • A plan is developed toward achieving a goal • Results of implementing the plan are shared • Discussion occurs about what might happen next • Collaborations have potential to increase student achievement when planning,teaching strategies, and student work are

19. Process of Formative Collaboration Formative Collaboration • Need graphic here showing the formative and cyclic aspect of teacher collaborations

20. Process of Formative Collaboration A Collegial Environment • What meeting structure would be important to ensure your participation? • Ex. A committed timeframe for the meeting • Ex. Strategies for all to have speaking turns • What meeting structure would be important to ensure meaningful dialogue? • Ex. Meeting content determined by participants • Ex. Comments will relate to posed question

21. Process of Formative Collaboration Looking at Student Work • The teacher introduces the work • Participants ask clarifying questions • Everyone examines the student work providing comments • The teacher reflects and responds to the comments she chooses • The facilitator leads a debriefing discussion about the session

22. Reflection and Debriefing • Across the six modules, how have your ideas about formative assessment changed? • Use the handout to examine your use of the strategies and ideas in these six modules

23. Reflection and Debriefing Set three personal goals for your classroom for how your instruction will change (or continue to change) in the next six months Set at least one specific goal for greater collaboration with colleagues in the next six months How will you evaluate yourself? 23

24. DPI Mathematics Staff Partners for Mathematics Learning is a Mathematics-Science Partnership Project funded by the NC Department of Public Instruction. Permission is granted for the use of these materials in professional development in North Carolina Partner school districts.

25. PML Dissemination Consultants

26. 2010 Writers Partners Staff Freda Ballard, Webmaster Anita Bowman,Outside Evaluator Ana Floyd,Reviewer Meghan Griffith,Administrative Assistant Tim Hendrix,Co-PI and Higher Ed Ben Klein, Higher Education Katie Mawhinney, Co-PIand Higher Ed Catherine Schwartz,Higher Education Ana Floyd Katie Mawhinney Kayonna Pitchford Wendy Rich Nancy Teague Stacy Wozny Please give appropriate credit to the Partners for Mathematics Learning project when using the materials. Permission is granted for their use in professional development in North Carolina Partner school districts. Jeane M. Joyner,Co-PI andProject Director

27. PARTNERSfor Mathematics LearningFormative Assessment to Support Student Learning Module 6 Grades 6-8