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What is Assessment?

What is Assessment?. “When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative.” Robert Stake. Academy of Mathematics. What is Assessment?.

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What is Assessment?

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  1. What is Assessment? “When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative.” Robert Stake Academy of Mathematics

  2. What is Assessment? • Turn and talk with someone at your table about what you think the state of assessment is in today’s mathematics classroom. Academy of Mathematics

  3. Learning Outcomes • Self Reflection/assessment on personal awareness of informal assessment. • Compare and contrast informal, formal, formative, and summative assessments • Read and discuss current research about informal assessment • Experience a model math lesson that embeds informal assessment data collection • Create Higher order effective questions • Plan and create an informal assessment tool for a math lesson/game specific to your grade level.

  4. According to the NCTM our focus should shift in four areas. • A shift toward judging the progress of each student’s attainment of mathematical power, and away from assessing students’ knowledge of specific facts and isolated skills • A shift toward communicating with students about their performance in a continuous, comprehensive manner, and away from simply indicating whether or not answers are correct • A shift toward using multiple and complex assessment tools (such as performance tasks, projects, writing assignments, oral demonstrations, and portfolios), and away from sole reliance on answers to brief questions on quizzes and chapter tests • A shift toward students learning to assess their own progress, and away from teachers and external agencies as the sole judges of progress Academy of Mathematics

  5. How can questioning give us insight into what our students know? • Carefully crafted questions can give us great information into what our students know. • Consider the following scenario… Academy of Mathematics

  6. Role play • A teacher asks her class to create expressions that equal 25. They could use addition, subtraction, multiplication, or division, or any combination of these operations. • Andrew’s response is 6 × 4 + 2 Implementing the Investigations Curriculum, 2007 Academy of Mathematics

  7. Highlight the questions that the teacher asked? • Andrew, do you want to look at your number sentence again? • Where should we start? You say to start with 6 X 4. What is 6 X 4? • Then what? • Can you remember what you were thinking when you first did this sentence? • Who else sometimes counts from the wrong number? Implementing the Investigations Curriculum, 2007 Academy of Mathematics

  8. During the work that precedes the discussion, observe students’ work with the upcoming discussion in mind. Ask yourself: • What is the difficulty that the students are having? • What is a problem that many students are struggling with? • Is there a question that one pair or group came up with that it would be fruitful for the whole class to discuss? • What are the basic approaches to solving this problem that the students are using? • Which students or groups have ideas or approaches that should be shared? Implementing the Investigations Curriculum 2007 Academy of Mathematics

  9. How do I discuss and assess students’ mathematical ideas in my classroom? • Discussions should not bounce among too many ideas or try to include too many different approaches, because it may become hard for students to follow. • By carefully selecting problems, representations, and solutions for the whole class to consider, the teacher focuses discussion on key mathematical ideas and works with the class as a whole to move students’ thinking forward. Implementing the Investigations Curriculum, 2007 Academy of Mathematics

  10. Informal Assessment Khris Henderson 348-7288 hendersonk1@duvalschools.org Patty Oliphant 348-5193 oliphantp@duvalschools.org

  11. The word ‘assess’ Comes from the Latin verb ‘assidere’ meaning ‘to sit with’. Adapted from the Ministry of Education

  12. What are summative and formative assessments? - -- - -- - Adapted from the Ministry of Education

  13. A Look at Formative Assessment

  14. Summative assessmentis the process of simply measuring the plants.

  15. Formative assessment, is the equivalent of feeding and watering the plants appropriate to their needs. Adapted from the Ministry of Education

  16. Blindfold Assessment Activity

  17. Formative and summative assessment are interconnected. They seldom stand alone in construction or effect. The majority of genuine formative assessment is informal, with interactive and timely feedback and response. It is extensively and empirically argued that formative assessment has the greatest impact on learning and achievement. Adapted from the Ministry of Education

  18. ActivityReaching the Learner • 4 types of Learner • Visual • Auditory • Kinestetic/Tactile • Reading/Writing Preference Learners • With your team create an informal assessment item for each type of Learner for the Benchmark you are assigned.

  19. PBS Effective Questions

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