Formative Assessment Lessons

 Stephanie Finn, Paulding County  Amy Lundy, Jones County  Kami Wyse, Hall County

Concept Development Problem Solving

Commonalities  2/3 of the way through the unit.  Pre-assessment/Post assessment  Teachers give feedback to pre-assessment  Students are paired based on pre- assessment performance  Not graded  Accessible to ALL students  Make effective use of Standards for Mathematical Practice

Concept Development  Concept Development lessons are intended to assess and develop a students’ understanding of fundamental concepts through activities that engage them in classifying and defining, representing concepts in multiple ways, testing and challenging misconceptions and exploring structure.

Genres of Concept Development Lessons  Classifying mathematical objects Classifying mathematical objects  Interpreting multiple representations Interpreting multiple representations  Evaluating mathematical statements Evaluating mathematical statements  Exploring the structure of problems Exploring the structure of problems

Structure of Concept Development Lessons--Student  Students complete an assessment task individually  Whole class introduction  Collaborative work on a substantial activity  Students share their thinking  Students revisit the assessment task

Structure of Concept Development--Teacher  Planning the lesson  Framing the task Framing the task  Analyze the pre-assessment and offer feedback  Students will be grouped based on COMMON misconceptions  Whole group introduction

Structure of Concept Development--Teacher  Facilitate the task, asking questions  Facilitate the sharing of work  Whole group discussion Whole group discussion  Give feedback questions  Post-Assessment  Analyze post-assessment

Mistakes and Misconceptions  Why do students make mistakes in mathematics?  What different types of mistakes are there? What causes these mistakes?  How do you respond to each different type of mistake? Why?

Grouping based on…  Mistakes and misconceptions made on the pre-assessment  Look for common misconceptions  This helps students get what they need from the task

Problem Solving  Problem Solving FALs are intended to assess and develop students’ capacity to select and deploy their mathematical knowledge in non-routine contexts and typically involve students in comparing and critiquing alternative approaches to solving a problem.

Structure of Problem Solving Lessons--Students  Complete an assessment task individually “Having Kittens” Activity  Whole class introduction  Reflect on feedback question individually  Collaborative work with a student whose approach is different The collaborative pair will work to create a third solution that is even better  Checking posters  Sharing of work  Review sample work  Revisit the assessment task

Structure of Problem Solving-Structure of Problem Solving-- Teachers  Planning & PreparationFraming the task  Analyze the pre-assessment and give feedback  Whole class introduction  Analyze student work  Allow students to reflect on feedback questions and improve their own work

Structure of Problem Solving-- Teachers  Facilitate collaborative work Students are paired based on different approaches to the assessment task  Facilitate the sharing of work  Whole group discussion Sharing sample work  Give the post-assessment  Analyze post-assessment responses

Grouping  Students are to be grouped based on different approaches to reaching a solution

Practical Advice  Allow students time to understand and engage with the problem  Offer strategic rather than technical hints  Encourage students to consider alternate methods and approaches  Encourage explanation  Model thinking and powerful methods

Differences Concept DevelopmentProblem Solving  Intended to assess and develop understanding of fundamental concepts  Feedback given after task but before post- assessment  Students are grouped based on common misconceptions from pre- assessment.  Intended to assess and develop capacity to select and deploy mathematical knowledge in non-routine context  Feedback given as part of task  Students are grouped based on different strategies.

Ability Levels and FAL’s

Personal Experiences

1 st Nine Weeks2 nd Nine Weeks3 rd Nine Weeks 83%79%93% Without FAL Using FAL Amy Lundy’s Benchmark Scores– Powerful Data Results