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Mathematics PD Assessment
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  1. Mathematics PDAssessment Presented by ShingaiMuchecheterwa VaniPillay 01 June 2011

  2. We assess learning because:- • It gives us feedback on our teaching • It gives us information on how much learning took place • It provides us with information on the knowledge and skills that have been developed and • What knowledge and skills need further developing • When planned carefully, assessments can be useful in assisting students to take responsibility for their own learning.

  3. Why do we assess? • To gain an insight into their thought processes • To understand their learning styles and the strategies they are using. • To challenge them into deeper thinking.

  4. Why do we assess learning • Assessment provide information to improve the teaching and learning of mathematics. • Teachers need to be clear about the learning goals for their students • assessment tasks should reflect the learning goals for students. • The information on students’ achievement and progress helps determine the grouping of students and planned activities to meet the needs of the students. • Assessment is therefore an integral part of the teaching programme. • An authentic assessment task is one that closely resembles the learning goal and learning experiences of the students. • The language and format of the assessment should be familiar to the students.

  5. How do we assess learning? To collect information that can enable us improve teaching and learning. This is achieved by: • Setting clear learning goals. • Setting tasks that reflect learning intentions. • Planning activities that meet the needs of our students. • Embedding assessment in the teaching and learning. • There needs to be clear alignment between the goals, learning intentions, tasks, activities and assessment. Without this alignment we will confuse the students- so this needs to be done in the planning process. • The language and format of assessments should be familiar to the students. • -------------------------------------------------------------------------------- • Source URL: http://nzmaths.co.nz/node/1730

  6. How do we assess learning? • We also do assessments to gather information that will enable us to determine the level at which a student is functioning thereby assisting us to plan for the next step. • When planned carefully assessment can be useful in assisting students to take responsibility for their own learning. This can be achieved by continually sharing learning intentions, success criteria and involving them in making decisions about their learning. • Scaffolding and giving feedback and feed forward is an integral part of our students’ learning and it enables us and them to monitor their learning and though processes.

  7. How we assess learning. • Children’s work :should also be followed up with questioning in order to gain insight into their thought processes. This helps us to challenge them to deeper thinking and to plan for the next steps.

  8. How do we assess? • Assessment needs to be planned for. It has to be aligned with learning goals, learning activities and experiences. • Success criteria needs to be shared with the students as much as possible. Sharing learning intentions and success criteria is very important in that you are setting them up for assessment by focussing their attention on what they are learning and what they will be assessed on.

  9. When do we assess:- • During the teaching learning situation- teacher plans the assessment activity and makes observations, anecdotal notes and a formative comment. • Informally, throughout the day – note this mentally write it on planning sheet, observation notes or on child’s work sample. This is an effective method of assessment. • Through work samples – teacher questions and student explains his work.

  10. Assessment should be:- • Meaningful • Manageable • Measurable

  11. Types of assessment Diagnostic - before ( What students know prior to being taught) • Observations • Checklists • Earlier work samples • Student’s response to stimuli • Awareness/anticipation of activities • Brainstorming • Oral questions

  12. Types of Assessment Formative - During • observation • Conferencing 1:1 • Learning conversations • Comments/feedback on activity • Student’s work/activity samples, photographs, video

  13. Types of Assessment Summative- End • Checklist • Activity related presentation • Task presentation – Oral/visual • Self evaluation • Portfolios of student’s work • Teacher observation and anecdotal notes

  14. Measurement - Time Learning Intention: I am learning to tell the time on the hour ASSESSMENT TYPE: FORMATIVE ASSESSMENT Formative assessment – questioning and scaffolding Roger placed both hands of the clock at 12. Teacher questioned :Why are both the hands at 12. Roger: It is 12 ‘o clock. Teacher asked : What happens when the long hand is at 12 Roger: It is ‘o clock. Teacher: Place the hands on the clock and tell me the time Roger: 1 ‘o clock, 4 ‘o clock, etc. FORMATIVE COMMENT ON OBSERVATION SHEET Roger understood the use of the long and short hand. He could tell the time on the hour on his own or when asked by staff. He told the time on the hour on the class clock as well.

  15. ASSESSMENTMATH – ROOM 6 –2011NAME: Inamullah Sharif STRAND: Number

  16. Measurement – Days of the week Learning intention Sophia will match the first 3 days of the week ASSESSMENT TYPE: Diagnostic Assessment – Prior knowledge The first 3 days were placed on the floor. Questions asked What day is that? She sang the days of the week and staff signed it too. The days were named and Sophia was requested to match the days. She looked at each one and picked the correct day and placed it under the teachers model. Sophia completed the task. Lots of praise for good work. COMMENTS TO INFLUENCE GROUPING Sophia matched the first 3 days of the week. Next step – she will identify the days by The initial letter or if possible through her own way.

  17. Measurement – Night Learning Intention Kennedy will create a picture of night time Assessment Type Summative Kennedy created the picture and presented it to the group. He pointed to the moon when requested , by staff signing. Comments were written on the project and notes made on planning sheet.

  18. Informal Observation During the cooking session students had to tell the others how many slices of bread we need to make a sandwich. Elijah (in the picture) took 2 slices of bread out of the bag and Inamullah indicated by picking up two fingers. This information indicates that these students understandthe following:- Give two objects Identify the number 2 Put objects next to the number 2 Generalise the number 2 . Teacher could not this on the Math Planning or observation sheet.

  19. Types of assessments. Questioning • Children’s work should be annotated with how the student has performed the task and teacher questioning. • Learning intention: To sort shapes according to his own criteria. The teacher observed that Stanley responded to the task by sorting out all the triangles by colour. He then went on to the squares and was very systematic in the way he did it. until all the shapes were in the sorted. When asked why he made those groups, he told the teacher that he put them in their colour and shape groups. A whole lot more questioning went on.

  20. Types of assessments • Observation and scaffolding. • To sort objects according to his own criteria. Jayden was asked which group had the least . He counted all the sets, by the time he got to the last one he had forgotten the rest. - Had to brainstorm through questioning how he can tell without counting. -He could point to the groups with the same number.

  21. Types of assessments • Observations: observing students while they perform a task gives you an insight into their thinking. However, observations are usually backed up by questioning in order to make the students’ thinking visible. These are called learning conversations e.g. • L.I- To sort objects using his own criteria and explaining his rationale. • To add two numbers within 10.

  22. Acknowledgement • Curriculum and Evaluation Standards for School Mathematics, (National Council of Teachers of Mathematics) • Source URL: http://nzmaths.co.nz/node/1730 • SKP Math Planning guide and Scheme • Students of Room 6 2011 • Students of WaterleaSattelite 2011