Assessment Considerations A Student Scenario

Assessment Plan Embedded Assessment (Short Cycle) Informs practice Dynamic, moment by moment Participatory Embedded in instruction Continual and recursive Assessment Tasks (Medium Cycle) Inform practice Planned at benchmarks Students are actively engaged Aligned to instruction Stimulates differentiation decisions

Observe and Record Observer Role: Collect observation data on student understanding and strategies. Student Role: Portray student as best as you can in a realistic way.

Small group reflection questions: 1. What is the mathematics in the lesson? 2. What does each student understand about these concepts? 3. How do they demonstrate understanding? 4. Where do things break down? What other questions should we ask the student to extend understandings further? 5. In what ways could we use this information in planning future lessons?

Table Reflection As a table team group, review this training opportunity for the following qualities: 1. What’s the potential for similar tasks to be used … For reporting to parents (grading)? For reporting to parents (grading)? For collecting data about students? For collecting data about students? For use as an assessment task? For use as an assessment task? To help teachers move forward using PBIT? To help teachers move forward using PBIT?

Review of Major Shifts in Assessment Practice Are there particular statements that will be important for us to address as trainers? Which ones?

from Assessment Standards for School Mathematics,NCTM, 1995, pg. 83. Major Shifts in Assessment Practice Assessing students’ full mathematical power Comparing students’ performance with established criteria Giving support to teachers and credence to their informed judgment Giving students multiple opportunities to demonstrate mathematical power

from Assessment Standards for School Mathematics,NCTM, 1995, pg. 83. Major Shifts in Assessment Practice Using assessment results to ensure that all students have the opportunity to achieve their potential Aligning assessment with curriculum and instruction Basing inferences on multiple sources of evidence Viewing students as active participants in the assessment process

from Assessment Standards for School Mathematics,NCTM, 1995, pg. 83. Major Shifts in Assessment Practice Regarding assessment as continual and recursive Holding all concerned with mathematics learning accountable for assessment results Developing a shared vision of what to assess and how to do it

Quick Write Appointment Clock- 3 o’clock Reflect on your own experience with assessment and identify goals or guidelines for improving your assessment practices. (Or in supporting teachers with this.) Share with your partner one goal or guideline. What impact will this have on student achievement?

Assessment of Concepts Procedure: Silently read pages –Summarizer (summarizes the section) –Clarifier (asks questions to make it more clear) Discussion of student work – pages –Facilitator leads (reads problem and asks questions in book). Rotate this role each case! –Others close book and listen to facilitator. –Recorder/Reporter share book answers and note insights on student work beyond what is in the book mentioned by the group.

Appointment Clock – 12 o’clock 1. List or identify general questions a teacher should ask herself/himself when assessing student understanding of concepts with a partner. What other insights did you gain from this practice on assessment of concepts?

Melanie Case Questions Appointment Clock- 6 o’clock What were the strengths in Melanie‘s place – value understanding? What were the primary sources of Melanie’s confusion? What consistencies were evident in her understanding? What evidence supports Melanie’s misconceptions about place value? How might the misconceptions about place value have arisen?

Quest Assessment Probes Questioning Student Understanding Uncovering Student Understanding Examining Student Work Seeking Links to Cognitive Research Teaching Implications

Mathematics Assessment Probes uncover understandings misunderstandings concepts procedurescommon errorsovergeneralizations Instructional Decisions

Grade Band Task 1. Choose a standard to assess in your grade band. 2. Look through the probes for one you can all agree to use. 3. Read the description and development of the task. Clarify any questions. 4. Be prepared to report to whole group your choice and why you chose it.