Information from NCTM (1989, 1991, 1995, 2000) and Lelon Capps (personal communique 1993) Jamar Pickreign, Ph.D. Mathematics Assessment What is it? What’s.

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Presentation transcript:

Information from NCTM (1989, 1991, 1995, 2000) and Lelon Capps (personal communique 1993) Jamar Pickreign, Ph.D. Mathematics Assessment What is it? What’s it for?

Information from NCTM (1989, 1991, 1995, 2000) and Lelon Capps (personal communique 1993) Jamar Pickreign, Ph.D. Mathematics Assessment Assessment is often thought of as “giving” a test. Assessment ought to be thought of as “collecting” information

Information from NCTM (1989, 1991, 1995, 2000) and Lelon Capps (personal communique 1993) Jamar Pickreign, Ph.D. Mathematics Assessment This “collection” of information should, in part, “drive” our instruction. Discover what the student knows to compare to what a Standards-based Curriculum suggests they should know Make instructional decisions based on interpretations of that data.

Information from NCTM (1989, 1991, 1995, 2000) and Lelon Capps (personal communique 1993) Jamar Pickreign, Ph.D. Mathematics Assessment: 4-stage cycle Planning Assessment Setting clear goals Gathering Evidence Employing multiple methods Interpreting Evidence Making inferences Using Results Making decisions (NCTM, 2000)

Information from NCTM (1989, 1991, 1995, 2000) and Lelon Capps (personal communique 1993) Jamar Pickreign, Ph.D. Purpose of Assessment

Information from NCTM (1989, 1991, 1995, 2000) and Lelon Capps (personal communique 1993) Jamar Pickreign, Ph.D. Mathematics Assessment It is well to bear in mind that much underachievement is the result of inadequate instruction not the inability of the student. The major reason for evaluating student progress and achievement is to improve instruction. The competent teacher assesses continuously, adjusting the instruction to fit the needs of the students and the situation.

Information from NCTM (1989, 1991, 1995, 2000) and Lelon Capps (personal communique 1993) Jamar Pickreign, Ph.D. Mathematics Assessment To be successful,the competent teacher must be able to identify the learning goals, develop activities for achieving these goals, predict difficulties with achieving these goals, and anticipate errors that students may make to help them from making them in the first place!

Information from NCTM (1989, 1991, 1995, 2000) and Lelon Capps (personal communique 1993) Jamar Pickreign, Ph.D. Mathematics Assessment We know that this success is characterized by the use of concrete/representational materials (i.e., manipulatives), individual (i.e., one-on-one) instruction, and teacher-student interaction involving discussion and careful questioning.

Information from NCTM (1989, 1991, 1995, 2000) and Lelon Capps (personal communique 1993) Jamar Pickreign, Ph.D. Mathematics Assessment: What should be assessed? Concepts and Procedures Good assessments can provide students opportunity to demonstrate understanding of concepts Traditional tests generally target only one way to know an idea (determined by the test designer)

Information from NCTM (1989, 1991, 1995, 2000) and Lelon Capps (personal communique 1993) Jamar Pickreign, Ph.D. Mathematics Assessment: Appropriate assessment tasks a problem (sometimes open-ended), a project, or an investigation, always presented in a spirit of inquiry.

Information from NCTM (1989, 1991, 1995, 2000) and Lelon Capps (personal communique 1993) Jamar Pickreign, Ph.D. Mathematics Assessment: Appropriate assessment tasks It may be an individual, pair or group task. It may involve hands-on materials or drawings or calculators Justification and explanation for answers and results are the responsibility of students. It should include some form of report—oral or written— or a physical product.

Information from NCTM (1989, 1991, 1995, 2000) and Lelon Capps (personal communique 1993) Jamar Pickreign, Ph.D. Mathematics Assessment: Appropriate assessment tasks This translates "problem" into "learning opportunity." Such tasks provide the principal means of promoting mathematical learning. These tasks are also the principal means of gathering information about what children know about mathematics.

Information from NCTM (1989, 1991, 1995, 2000) and Lelon Capps (personal communique 1993) Jamar Pickreign, Ph.D. Mathematics Assessment: Appropriate assessment tasks Questions to consider regarding such tasks: What is the essential conceptual content in the task? What problem-solving processes might be observed? What opportunity might there be to observe communication skills? What about reasoning (if-then thinking)? Are there opportunities for students to connect the content with other content either in or outside of mathematics? Can the task be extended? Is it accessible to a range of students in some way? How would you begin an after-activity discussion?