1. (-Christina Mete) 2 + (Kathryn Mitchell)/2 + (Kyle Duelund) 3 + (Mike Seccareccia)! + d/dx(Stephen McCarthy) + (Andrew Iacobo)c 2 + ((Marco Fiore)/x) + C = The Math Group!

2. Learning Objectives By the end of this presentation, the class should know: – What a situational problem is and how it fits within the idea of authentic assessment. – How they might adapt situational problems to practice authentic assessment in their own fields.

6. Math assessments are more than just crunching numbers! We should help students to: Solve problems of everyday life Participate intelligently in civic affairs Be prepared for jobs, vocations, or professions

7. We need assessments to: Focus on conceptual insights and analytical skills Feed back into learning Require a variety of skills

8. Authentic Assessment “An assessment task that mimics real-world experiences by assigning students real-life roles and engaging them in contexts as similar as possible to those encountered in the world beyond the classroom.” (Cooper, 2007)

9. What do math teachers assess? Two mathematic-specific competencies: 1)Solves a situational problem (C1) 2)Uses mathematical reasoning (C2)

10. What is a “situational problem”? (the QEP’s perspective) A situational problem: Is the main part to both math and everyday activities. Is an instructional tool. Is a process in and of itself. Chapter 6 Mathematics, Science and Technology

11. What is a “situational problem”? (the students’ perspective) It is a problem: They have never encountered in class before. Whose solutions require the use of a new combination of rules or principles that they may or may not have been previously learned!

12. Situational Problems, a 4-dimensional problem: 1)Thinking and Reasoning: Gathering data, exploring, investigating, interpreting, reasoning, modelling, designing, analyzing, formulating hypotheses, using trial and error, generalizing, and checking solutions. 2) Settings: Working individually or in groups. 3) Mathematical Tools: Using symbols, tables, graphs, drawings, calculators, computers, and manipulatives. 4)Attitudes and Dispositions: Including persistence, self-regulation and reflection, participation, and enthusiasm. BOLD = AWESOME/EMPHASIZED BY THE REFORM

13. Situational problem example

16. Evaluation of Situational Problems (according to the QEP) Oral or written explanation  student understanding Mobilization of mathematical knowledge Development/explanation of solution THE RUBRIC

17. Evaluation: Pros and Cons The Rubric Pros: - “Holistic” approach. - Sets a standard  less subjectivity  equal marking. Cons: - Less precision on a ‘per step’ basis. - Subjectivity is sometimes needed. Fair vs. Equal?

18. Rubric for marking situational problems

19. Situational problems & authentic assessment

20. PlusMinusInteresting Students construct their own responses instead of choosing a single answer. Strong focus on reading comprehension, in addition to mathematics. There can be multiple solutions to the same question. Students are encouraged to solve problems in many ways. Difficult to prepare students for such a problem. Large question based on one theme. Problem represents real life situations. Difficult for teachers to correct. No suggestion as to where to start with the problem. Difficult for teachers to create. Should situational problems be used to assess students? -4 +4 -2+5-3-2 0 +3-2+1 Net Score: 0 0 Students can discuss their solutions outside of class.

21. Group discussion 5 minutes in groups, then share with class

22. Discussion prompt: how could you apply situational problems in your field? Recall, a situational problem: Represents a real-life situation. Presents something new to students. Requires students to use a combination of information or principles in a new way.

23. Question #1 A situational problem would be a great way to assess which learning objective? A) rote learning B) knowing the quadratic equation C) applying mathematical knowledge to real life D) how many sides in a triangle E) none of the above F) all of the above G) C and E H) Why have I read this far down the list?

24. Question #2 Situational Problems are: A) Easy to correct B) Short in length C) Easy and fun to prepare students for D) Always have one possible answer E) None of the above F) All of the above

25. Question #3 True or false? Situational problems are a perfect example of authentic assessment. False.

26. Question #4 True or false? All math teachers agree that rubrics are the best way to evaluate situational problems. False.

27. Question #5 Fill in the blank: A way to assess real-life applications of knowledge in mathematics is by using a ___________________________. Situational problem

28. The End! Any questions for us?

29. References Cooper, D. (2007). Talk About Assessment: Strategies and Tools to Improve Learning. Canada: Nelson Education Limited Pandey, T. (1990). Authentic Mathematics Assessment. ERIC/TM Digest. 1-3. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERI CServlet?accno=ED354245 http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERI CServlet?accno=ED354245 QEP, (2004). Ch.6 Mathematics, Science and Technology: Cycle 1. Retrieved from http://www.mels.gouv.qc.ca/sections/programmeFormation/secon daire1/pdf/chapter61.pdf http://www.mels.gouv.qc.ca/sections/programmeFormation/secon daire1/pdf/chapter61.pdf QEP, (2009). Mathematics: Cycle 2. Retrieved from http://www.mels.gouv.qc.ca/sections/programmeFormation/secon daire2/medias/en/Mathematique_SecondVersion_a.pdf http://www.mels.gouv.qc.ca/sections/programmeFormation/secon daire2/medias/en/Mathematique_SecondVersion_a.pdf