1. Assessment in Numeracy Staff Meeting # 2 2009

2. “Independent learners have the ability to seek out and gain new skills, new knowledge and new understandings. They are able to engage in self-reflection and to identify the next steps in their learning. Teachers should equip learners with the desire and capacity to take charge of their learning through developing the skills of self-assessment.” (Assessment Reform Group, 2002)

3. Meeting Outline  Game time – Grab 15  Assessment reflection  The role of modeling books.  Strategies for engaging students in formative assessment  Questions – why are they so important?  Ideas for recording children’s learning and achievement

4. Grab 15  See handout

5. What type of assessment do we use, should we use?  Formative – ongoing, informing practice, in class, day to day  Summative – end result, accountability, graphs… If we think of our children as plants … Summative assessment of the plants is the process of simply measuring them. It might be interesting to compare and analyse measurements but, in themselves, these do not affect the growth of the plants. Formative assessment, on the other hand, is the equivalent of feeding and watering the plants appropriate to their needs - directly affecting their growth. http://www.tki.org.nz/

6. Assessment Reflection  What numeracy assessments do you find useful? Why?  What do you find challenging about numeracy assessment? Time management? Understanding of the assessment?  What do you use? How do you use it? WHY?  Think, Pair, Share

7. Modelling Books  Record the WALT what are they learning to do??? So important!  Co-construct success criteria, so important!! How will the children know they have been successful????  Modelling books are a fantastic tool for the ongoing, day to day record of children’s thinking and learning  They show teaching and learning, and record children’s own progress

8. Modelling Books  Putting initials next to children’s answers is a good record  Great anecdotal information, formative data.  The data can be used to inform I can sheets

9. Formative Assessment & Numeracy  It’s NOT hard  It’s NOT hard  De Bono’s Thinking Hats.  Traffic Lights (got it, kind of, no way!)  “Roll a dice reflections”.  Graphic Organisers.  Reflective Journals (reflection starters)  Get children to record on the I can sheet what they can do  Conference times with the teacher

10. Questioning “More effort has to be spent in framing questions that are worth asking: that is, questions which explore issues that are critical to the development of children’s understanding”. (Black et al., 2003)

11. Questioning  Ensuring children are questioned during maths is really important  How did you get that?  Why do you think you are right?  What other way could you have solved that?  Encouraging the children to ask questions is really important too!

12. How do we keep an accurate record of children’s achievement?  Video Interviews.  Digital Photos  Summative recording sheets (Snapshots)  I Can sheets  Think boards / I wonder  Portfolio formats  This is what I know sheets….

13. Portfolio Templates   http://www.nzmaths.co.nz/other-numeracy- material http://www.nzmaths.co.nz/other-numeracy- material

14. Digital Images, footage  Record the children explaining a concept (tape, video)  Take photos of children with equipment and get them to provide a caption  Photo story….

15. Numeracy Portfolio Assessment Name:______________________ Date:___________ Strategy Stage: Advanced Additive Part-Whole Strategy Used: Place Value Global Learning Intention: We are learning how to… Reflection on my Mathematics: In number knowledge I have been learning… I have improved at… This is helpful because… In Number strategies I have been learning… I have improved at… This is helpful because… My next learning goal is… Teacher comment on progress in mathematics: ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ _______________________________________________________________________________ Current achievement level: (See Numeracy Diagnostics Assessment Survey) (Adapted from Michael Absolum (2006), “Clarity in the Classroom”) INSERT PHOTO

16.  QUESTIONS???