+ The continuum Summative assessment Next steps

Gallery Walk – the Bigger Picture Take one post it of each of the 3 colours. Walk around a look at the murals of other divisions (perhaps one division above and one division below yours). On the post its, record: similarities differences things you notice across the grades or divisions And post these on the appropriate murals

+ What are we seeing?

+ Summative Assessment

+ Assessment of learning “Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures.” (Western and Northern Canadian Protocol, p. 55 as cited in Growing Success p. 31)

+ Summative assessment “Information is used by the teacher to summarize learning at a given point in time. This summary is used to make judgments about the quality of student learning on the basis of established criteria, to assign a value to represent that quality, and to support the communication of information about achievement to students themselves, parents, teachers, and others.” (Growing Success, p. 31)

+ Summative assessment brings to mind: The role of large-scale assessment Activities towards the end of a year or course Evaluating students’ achievement of the course expectations Putting assessment data together to form report card marks Putting together a balanced assessment plan

+ Large-scale assessment as summative assessment

+ Large-scale assessment While EQAO designs items that link directly to the curriculum, the format of the assessment cannot assess all expectations EQAO assesses those expectations that can be easily assessed using paper and pencil Assessment of students’ investigation of mathematical ideas is not included EQAO provides a snapshot whereas classroom assessment provides an ongoing video of what students know and can do

+ EQAO statements “ Some expectations cannot be appropriately assessed within the limits of a large-scale paper-and-pencil assessment. For instance, it is difficult to assess expectations that require students to perform an investigation. (EQAO, Framework document, p. 15)

+ EQAO statements EQAO assessments can assess the knowledge gained through and from an investigation but not how they are designed or carried out. These expectations are best assessed by the teacher in the classroom. “ (EQAO, Framework document, p. 15)

+ How do we know what students know and can do? What does summative assessment look like/ mean in your classroom or context? Turn to a neighbour to discuss

+ Things to think about Is summative assessment an event or a process? Does your summative assessment take into account the students’ learning over time? What mathematics is assessed? Important mathematical ideas? The big understandings? What data is gathered and how is it put together? How certain are you of your judgment of what students know and can do?

+ Summative assessment – process or event? Performance tasks Collection of student work over time Portfolios Exams What can these forms tell us? What do they not tell us? Learning over time? How does that fit in?

+ The big challenge What data is gathered and how is it put together? How certain are you of your judgment of what students know and can do? What do you do? Or what do you advise teachers?Chat with your table mates

+ Assessment planning Balancing assessment needs to consider Mathematical processes and Achievement Chart categories A variety of forms of assessment The range of curriculum expectations Multiple opportunities Assessment for different purposes

+ Building a Balanced Assessment Plan Achievement Chart Categories Learning Skills PurposeStrategy ActivityCurriculum Expectations KAPSC WHWH TODFS

+ Addressing your dilemmas: Thinking about new learning

+ Dilemmas posted on the wiki “The most topical issue with my teachers, currently, is how to design an Assessment OF Learning task that incorporates differentiation and is not unwieldy (i.e. not every unit can give up two or three days for projects as an AoL). How to move away from a paper-and-pencil test all the time?” “The struggles around reporting: 4 categories, 5 strands, most recent and consistent evidence, allowing students time to learn and providing formative feedback before evaluating, how do you manage all of that?” “I'm wondering how mathematics teachers are addressing the part of Growing Success which states that evaluation should consist of observation, conversations, and products. When I saw these, I assumed it was referring to assessment, but it is under evaluation.”

+ Mathematical inquiry, teacher inquiry, professional inquiry Inquiry, inquiry, inquiry

+ A stance of inquiry Teaching is more than applying a set of rules and procedures Much as we encourage students to engage in mathematical inquiry, we need to support teachers as they engage in their own inquiry

+ An inquiry stance Providing an authentic forum for practitioners to explore their own experiences with assessment and to engage in dialogue that is meaningful to their practice. an opportunity for teachers to engage in a dynamic and iterative cycle of discussion with colleagues coupled with testing out new ideas in their classroom. Resist the image of teacher as technician, implementing prescribed curricula and policy, but rather look at the actions and thinking of teachers as they engage in inquiry into their practice and the practice of others.

+ Beginning your inquiry

+ What will your inquiry look like? Is it your own classroom practice? Is it the way you work with teachers to facilitate their own inquiry? What are the specifics? Formative? Summative? Alignment? Pedagogical issues? Conceptual? Cultural? How will I do this? What will be my next steps? What did I experience that might help? Who have I met who has ideas or experiences that resonate with mine?

+ Open space technology: Stage 1 Record on a post it note what you are thinking you would like to work on as part of your assessment inquiry over the next year. Please put your name on the post-it. Please have one person at the table collect the post-its

+ Posting stickies

+ Open space technology: Part II Your sticky notes have been loosely organized into groups

+ Open space technology: Part II You will go to that group as a starting point See how you fit Move your sticky to another grouping if you like or stay where you are Move your sticky within that grouping to form subsets of the group (groups of 3 – 6) Sit down with this sub group and discuss the issue as well as sharing the preliminary plans you have for your inquiry and actions Remember the professional learning cycle – you are in the “plan” stage

+ We’ve only just begun We have only just begun We do not see this as the end of our journey together

+ Some options to support your inquiry Adobe Connect sessions can be arranged for your sub- group to continue the discussion Posting of articles for your group on the wiki Post conference Adobe Connect session Individualized support for your professional learning community – let us know

+ Thank you