1. Coppell ISD Coppell, Texas October 8, 2012 Download slides and files at: Thomasrye.weebly.com Thomas Rye ASCD / Ferris High School Spokane, WA

3. Introduction and a math problem Review of August and self-assessment Stage 2 Assessment Assessment Audit Acquisition, Meaning Making, and Transfer Writing the Performance Task Rubrics Peer Review Stage 3 Introduction Questioning

4. Writing of Stage 1 Transfer Goals Understandings Essential Questions Knowledge and Skills

5. What is mathematical understanding? Why teach mathematics? How can we assess mathematical understanding? What would we expect to see in math classrooms where teaching for understanding is consistent? How do we get students to transfer?

8. Consider the most appropriate and efficient way to determine if a student “gets”… Enduring Understandings Knowledge Skills Acquisition Meaning Making Transfer

9. What are all the things you do to assess students? Both at the end and throughout Brainstorm a list

10. To what extent does the assessment reflect your desired results? Code questions to stage 1 Sample from Statistics

11. To what extent does the assessment reflect acquisition, meaning making and transfer? Code questions as A, M, or T This is a cognitive demand model – others… Samples Google search a test! Try algebra quadratics test filetype: Algebra II exponential

12. Could a student be successful on the assessment package without truly understanding? Could a student truly understand, yet not be able to be successful?

13. Consider how students might be able to demonstrate their understanding. What things will they do? In what formats or settings?

14. During this stage… You will outline a performance task for your unit. Sketch out a rubric to assess the performance task.

15. Determine methods of assessment Performance task Products / Performances Prompts Other evidence Quizzes, tests, prompts, work samples Observations Student self-assessment

16. Determine types of assessment Diagnostic Formative Summative

17. How can I assess a lifelong understanding and transfer goals before the end of the semester? Students DO mathematics If a student understands and has the knowledge and skills, what can they do with them?

18. Given the focus on understanding, a unit or course should be anchored by a performance task(s). Performance tasks provide evidence that students are able to use knowledge in context understand what they know

19. Diverse performances or products Differing contexts Engaging Authentic

20. Differing contexts Engaging Authentic

21. Performance Tasks / Prompts Relevant Open-ended Ambiguity Require exploration Demand “uncoverage” Involve research

22. Sample Tasks Solar Cooker Bus Routes Statistical Studies Tuning Musical Instruments

23. http://learning.blogs.nytimes.com/2012/09/26/n- ways-to-apply-algebra-with-the-new-york-times/ http://learning.blogs.nytimes.com/2012/09/26/n- ways-to-apply-algebra-with-the-new-york-times/

24. Sample Student Work Students are doing mathematics Students create professional work

25. Create a performance task or prompt for your unit. Could a student be successful on the assessment package without truly understanding? Could a student truly understand, yet not be able to be successful? Is the assessment a meaningful and authentic application of the understanding?

26. Create a rubric for assessing/grading your performance tasks. Students self-evaluate Student generated rubrics Differentiation Assessing the same understandings Choice

27. http://www.rcampus.com/rubricshowc.cfm?code=Q73 C85&sp=yes& http://www.rcampus.com/rubricshowc.cfm?code=Q73 C85&sp=yes&

28. 4321 Understanding Knowledge & Skill

29. Filters Could a student successfully complete the task without truly understanding? Could a student understand yet not be able to successfully complete the task?

30. Designers provide an overview Designers turn their backs while reviewers discuss understandings, questions, performance task, rubric and alignment Discuss strengths first, then weaknesses (I wonder, I notice) Open discussion with reviewers and designers

31. Focused Questions To what extent does the unit identify important, transferable ideas worth understanding? Is the unit framed by a few engaging, thought-provoking questions? How well are the understandings aligned with the knowledge, skills and TEKS? To what extent does the assessment align with stage 1? Is the performance task an authentic, transfer task? Does the rubric insure that the assessment provides evidence of understanding?

32. http://blog.mrmeyer.com/?p=14779

34. Higher-level questions are essential to facilitating conceptual understanding. The inquiry process is facilitated by skillful questioning and provides students with the opportunity to become independent thinkers who master their own learning.

35. Level One: The answer can be found in the text (either directly or indirectly) Very concrete and pertains only to the text. Asks for facts about what has been heard or read Information is recalled in the exact manner/form it was heard

36. Level Two: The answer can be inferred from the text. Although more abstract than a Level One question, deals only with the text Information can be broken down into parts Involves examining in detail, analyzing motives or causes, making inferences, finding information to support generalizations or decision making Questions combine information in a new way

37. Level Three: The answer goes beyond the text. Is abstract and does not pertain to the text Ask that judgments be made from information Gives opinions about issues, judges the validity of ideas or other products, justifies opinions and ideas

38. LEVEL ONE: Define Describe Identify List Name Observe Recite Scan LEVEL TWO: Analyze Compare Contrast Group Infer Sequence Synthesize LEVEL THREE: Apply Evaluate Hypothesize Imagine Judge Predict Speculate

39. Gather and Recall Information (Gathering/Input) Ask Level 1 questions to identify what students know about the problem or question and connect to prior knowledge. What do you know about your problem? What does __________mean? What did you record from your class notes about ____? What is the formula or mnemonic device (ex. P-E-M- D-A-S) that will help you identify the steps necessary to solve the problem?

40. Make Sense Out of Information Gathered (Processing) Ask Level 2 questions to begin processing the information gathered, make connections and create relationships. Can you break down the problem into smaller parts? What would the parts be? How can you organize the information? What can you infer from the data? Can you find a problem/question similar to this to use as an example?

41. Apply and Evaluate Actions/ Solutions (Applying/Output) Ask Level 3 questions to apply knowledge acquired and connections made to predict, judge, hypothesize or evaluate. How do you know the solution is correct? How could you check your answer? Is there more than one way to solve the problem? Could there be other correct answers? Is there a real life situation where this can be applied or used? Can you explain it in a new and different way? Could the method of solving this problem work for other problems? How would you teach this to a friend?

42. What is mathematical understanding? Why teach mathematics? How can we assess mathematical understanding? What would we expect to see in math classrooms where teaching for understanding is consistent? How do we get students to transfer?

43. Continue the conversation Continue the planning Collaboratively assess student work Use AMT in your daily planning and reflection Contact Information Tom Rye thomasrye@q.comthomasrye@q.com

44. Below is a link to ASCD’s online Professional Development Feedback Survey. We encourage all participants to complete the online evaluation within the next ten (10) days. All responses will be anonymously reported to ASCD. http://survey.ascd.org/TakeSurvey.aspx?Survey ID=98K2mpl Thank you for taking the time to honestly evaluate the program. The results we receive help us to improve the quality of services you receive