1. Atlantic Canada Mathematics Assessment Resource Entry - 3 Introduction to the Resource CAMET (Council of Atlantic Ministers of Education & Training )

2. The Atlantic Canada Mathematics Assessment Resource Entry–3 The development of the assessment resource at each grade level was informed by the specific curriculum outcomes of the Atlantic Canada Mathematics Curriculum, Kindergarten–3. Levels of the Binders are:  A: Entry/Kindergarten  B: Grade 1  C: Grade 2  D: Grade 3 A B C D

3. The Atlantic Canada Mathematics Assessment Resource Entry–3 The primary use of the resource is an assessment for learning tool that will assist teachers to identify students’ strengths and needs, and help to plan instruction to improve learning. The resource may also be used as an assessment of learning tool providing information on student achievement in mathematics at a given point in time. Purpose:

4. Basic Principles of Assessment and Evaluation Effective assessment and evaluation: are essential to improving student learning; are aligned with the curriculum outcomes; include a variety of tasks in an appropriate balance; give students multiple opportunities to demonstrate their knowledge and skills. Meaningful assessment data can demonstrate student understanding of mathematical ideas, student proficiency in mathematical procedures, and student beliefs and attitudes about mathematics.

5. Basic Principles of Assessment and Evaluation When assessing and evaluating student learning, it is important to consider both:  the evidence of student work;  the process used by students.

6. Assessing Mathematics Development in a Balanced Manner Surveys Work Samples Rubrics Observations Self- Assessment Math Conferences

7. Assessment and Evaluation has a range of purposes and will help teachers: use information to plan learning experiences and differentiate instruction to address a student’s individual needs; use tasks as models for creating additional assessment questions.

8. Chance to Chat In your group, discuss: What is a challenge you face when assessing students in mathematics? What do you feel is important to know about assessment?

9. Resource Components Teacher’s Guide Table of Contents (page 1) Introduction  Background, Purpose, Assessment and Evaluation: information from these sections already discussed in previous slides  Resource Components: brief description of each part of the resource Guidelines for Administering the Assessment: overview on how to use the Interview Cards/Books and Blackline Masters

10. Resource Components (cont’d) Administration Guide Strand Sections (Divided into 6 sections: )  Overview of the Strand  Administration Guide for Interview Cards  Summary Sheet  Blackline Masters (2 levels) & Answer key  Class Tracking Sheet Appendices  Summative Class Tracking Sheet  Alternative Summary Sheets for all Strands  Material Lists by Strand  Correlation of Outcomes for all tasks

11. Resource Components (cont’d) Interview Cards (Grades 1 – 3)  6 Cards (Data & Probability combined) (2 copies of each in plastic sleeves)  Kindergarten (Entry): Interview Books not Cards Blackline Masters: duplicate set  These are not bound in the book to make it easier to use them and make copies

12. Using the Resource Overview:  provides information on what are the “big ideas” in that strand and what will be assessed. Administration Guide for Interview Cards  Materials needed for that strand.  For each task: Purpose, Teacher Script, possible Student response, and how to determine whether the Task is Achieved.  Student Summary Sheet for that strand: NYA: Not Yet Achieved TA: Task Achieved

13. Interview Cards There is one interview card ( 2 copies provided) for each of the 6 strands in Grades 1, 2, and 3. (Data Management and Probability are combined) Each card contains a series of tasks/questions that address Atlantic Canada curriculum outcomes (check Correlations in Appendices). The next two slides show an example of an Interview Card (Gr. 1 Number Operations).

16. Using the Interview Cards/Books It is not expected that students would complete an entire interview card/book in one sitting. Note: There are some questions that are dependent on others on the card, interviews are best completed 1 on 1.

17. Blackline Masters ** Grades 1 – 3 only Each Blackline Master contains questions that address Atlantic Canada curriculum outcomes through paper and pencil tasks. (check Correlations in Appendices) There are 2 levels of Blackline Masters available for each section: one at grade level and one for students who are experiencing difficulty with a concept. Teachers select which one is appropriate for individual students based on their observations and knowledge. Students may do all or part of a Blackline Master depending on their needs.

18. Blackline Masters Should be done separate from the interview, manipulatives may be used Each blackline master is coded in the top right corner  The first part of the coding indicates the strand (e.g., NC – Number Concepts)  The second part indicates the level BLM 1 masters are intended for students who may be experiencing difficulty with a strand’s content BLM 2 masters are written at grade level

19. Name: _____________ Grade: ______ Date: __________ NO BLM 2 Number Operations 1.Add. + 7 = 10 3 + 3 = 8 + = 13 2.Subtract..

20. Using Blackline Masters Answer Keys are included for each of the blackline masters. These are on the pages following the student copies. Use professional judgment in cases when there are “many possible answers”. Use sample response as a guide.

21. Using the Blackline Masters Student’s progress can be recorded on Summary Sheets that are provided.  Summative scores can be put on the strand Student Summary Sheet or on the Class Tracking Sheet found after the Answer key pages.  Progress for individual tasks can be recorded on the Alternative Summary Sheet in the Appendices.

22. Grade 2: Number Concepts Alternative Summary Sheet ( page 2 of 2) Student Name: ______________________________ Grade: ___ Year: _____________ Notes: All students should complete the interview card and one blackline master, though not necessarily both on the same day. If a student struggles with the items on the interview card, he or she should complete BLM1 which is written at slightly below grade level. The “Comments” column can be used to describe which parts of a task were not yet successfully achieved and require further assistance. TaskPurposeComments & DateNYATA BLM 1: 1Demonstrate an understanding of base-ten groupings BLM 1: 2Describe numbers in a variety of ways BLM 1: 3Compare and order numbers by size (2-digit) BLM 1: 4Compare and order numbers by size (2-digit) BLM 1: 5Recognize and extend simple place value patterns BLM 1: 6Count in a variety of ways BLM 2: 1Demonstrate an understanding of base-ten groupings; model numbers to three places BLM 2: 2Compare and order numbers by size (3-digit) BLM 2: 3Recognize and extend simple place value patterns

23. Other Suggestions to Use the Resource If a student successfully completes a task from BLM 1 it is recorded as “TA” (Task Achieved) and you may want to try similar task from BLM 2 at another time. Tasks can be reused with the same student at later dates. If a student struggles with the tasks at their grade level, consider using a resource from a previous grade to assess earlier concepts and skills. Inserting tabs to divide sections may help to locate them quickly.

24. Time to Give it a Try 1. Think of an outcome or two that you will be working on soon (may be from more than one strand). 2. Go to Appendix 4: “Correlation of Assessment Tasks” and find the outcome(s) and the identified tasks in the table at the bottom. Note if they are an Interview task or a BLM task and the task/question number. 3. Find these tasks in the related sections back in the Guide. 4. Read the “Overview” of the section and the “Guidelines” for the tasks you will be using. 5. Take turns and try out one or two of the Interview Card tasks with a partner. 6. Read through any related Blackline Masters questions and compare the 2 levels of BLMs.

25. Did They Achieve the Task? What did you think? You may also need to probe further into some student’s responses to understand their thinking. Be careful not to prompt students with voice cues or intonation. Try questions such as:  Explain your thinking.  How do you know? Avoid:  Take another look at that.  Are you sure?

26. Points to Remember Use this resource as one of many methods of assessing mathematical achievement in conjunction with: observation, conferencing, mathematical response journals, and other assessment practices. The primary use of this resource is an assessment for learning (formative) tool to assist you in planning instruction to improve learning, though it can also be used as an assessment of learning (summative) tool.

27. Points to Remember The resource may be used at any time throughout the year, depending on student’s individual needs or your purpose. The frequency of use of the assessment tasks should be in accordance with needs of individual students. The resource may be particularly useful in assessing the growth and learning needs of students to ensure effective classroom intervention and appropriate supports are provided.

28. Points to Remember The student materials — interview cards, and blackline masters — are provided as tools to assist in the assessment process and should be kept for this use only. Copies of this resource are limited and belong to the school. Store the binder in a safe location and ensure the materials are returned when you are finished.

29. Conclusion Assessment process involves the use of multiple sources of information collected in a variety of contexts. Assessment should give teachers information not just on what students know, but also provide insight into their thinking process and depth of understanding.