1. Assessment ModellingTasks LessonsAssessment Reflecting

2. Assessment ModellingTasks LessonsAssessment Reflecting Feedback

3. Assessment 3 FeedbackSummativeFormative Session 1: Introduction Working on tasks with focus on feedback Producing summary guidelines working with your students Session 2: Reflecting on progress Considering how to involve pupils in assessing their work Outline

4. Assessment 4 FeedbackSummativeFormative You will:  Consider how, as a teacher, you should give feedback to pupils both formally and as they work in groups on modelling tasks (Session 1)  Consider strategies that involve pupils in learning how to assess their own work (Session 2) Objectives

5. Assessment 5 FeedbackSummativeFormative You will produce a set of guidelines for teachers about how they should give feedback to pupils as they work on tasks. Outcomes

6. Assessment 6 FeedbackSummativeFormative Assessment for Learning Underlying philosophy Sharing objectives Pedagogic practices QuestioningFeedback Peer & self assessment Formative use of summative assessment

7. Assessment 7 FeedbackSummativeFormative Assessment for Learning Underlying philosophy Sharing objectives Pedagogic practices QuestioningFeedback Formative use of summative assessment Peer & Self Assessment

8. 8 FeedbackSummativeFormative Session 1 Written and verbal feedback

9. Assessment 9 FeedbackSummativeFormative Research (Butler, 1988) shows that when given grades students focus on these and do not read comments that the teacher makes about how to improve their work. Of course it is comments about how to improve that provide learners with the detail they need to improve their mathematical modelling. In pairs return to the work of a student that you have marked and consider how you would provide written feedback. Consider how the assessment grid might assist you with this. Activity 1: Written feedback

10. Assessment 10 FeedbackSummativeFormative You will work in a group: i.Taking part in role-play activities where some of you will be teachers, some will be learners and some will be observers ii.Reflecting on your experiences: considering issues relating to feedback for pupils working on modelling tasks iii.Drawing up a set of teacher guidelines about giving feedback to pupils who are modelling Activity 2: Verbal formative feedback

11. Assessment 11 FeedbackSummativeFormative Pupils Work on the task as a group. Present your solution(s) as a poster. Teacher See briefing sheet Should only intervene with your group but should observe other groups working – circulate! Observer Take notes of what happens – later you will lead your group’s discussion Activity 2

12. Assessment 12 FeedbackSummativeFormative  Talk one at a time.  Share ideas and listen to each other.  Make sure people listen to you.  Follow on.  Challenge.  Respect each other’s opinions.  Build on mistakes.  Share responsibility.  Try to agree in the end. Activity 2: Ground rules for learners

13. Assessment 13 FeedbackSummativeFormative Task 1: The school fair – games of chance 10 20 X Here are two spinners you could use in a game of chance at a school fair. If you were running the game how could you make a profit? 15 10 20 X

14. Assessment 14 FeedbackSummativeFormative Pupils Teacher Observer Change roles Activity 2: Before the second task

15. Assessment 15 FeedbackSummativeFormative Task 2: A race In a school playground there are two trees: one is small and one is large. There is also a straight fence. A group of pupils organise a race: each pupil starts at the small tree, then has to touch the large tree followed by the fence before running back to the small tree. Where is the best place for a pupil to touch the fence? This task was inspired by the following paper Petit S. (2006): Le tilleul et le marronier. Bulletin de l’APMEP n°466 p. 597

16. Assessment 16 FeedbackSummativeFormative In your group with an observer acting as chair discuss your experiences. Remember to consider issues from the point of view of both the teacher and the learner. Discussion

17. Assessment 17 FeedbackSummativeFormative Your discussions should focus on teacher feedback / interventions. As a group you may like to start by briefly re-capping what happened during one of the tasks. Think about the pupils’ engagement with mathematical thinking – how much of this was there, and at what level? Then consider: How did teacher interventions change the direction and focus of pupils’ learning? How did pupils feel? How did the teacher …. feel? ….know how to react to their observations? Discussion

18. Assessment 18 FeedbackSummativeFormative Draw up some guidelines for teachers about how they might intervene and give feedback when working with groups of pupils on modelling tasks. Discussion task

19. Assessment 19 FeedbackSummativeFormative You will:  Consider how, as a teacher, you should give feedback to pupils both formally and as they work in groups on modelling tasks Objectives (Session 1)

20. Assessment 20 FeedbackSummativeFormative “How can the teacher draw on all students’ thinking ensuring that all have opportunities to contribute to the work of the group?” “How does the teacher intervene in such a way as to encourage the group to continue with their discussions?” Some ideas for discussion

21. Assessment 21 FeedbackSummativeFormative Don’t forget to use your teacher diary to:  reflect on this session  reflect on giving feedback to pupils who are involved in modelling tasks when you work with them in your classroom Teacher diaries

22. Assessment 22 FeedbackSummativeFormative Session 2 Peer and self assessment

23. Assessment 23 FeedbackSummativeFormative You will:  Consider how, as a teacher, you should give feedback to pupils as they work in groups on modelling tasks (Session 1)  Consider strategies that involve pupils in learning how to assess their own work (Session 2) Objectives

24. Assessment 24 FeedbackSummativeFormative Assessment for Learning Underlying philosophy Sharing objectives Pedagogic practices QuestioningFeedback Formative use of summative assessment Peer & Self Assessment

25. 25 FeedbackSummativeFormative You will develop guidelines for teachers about how they and their students can assess work and give advice about how to improve aspects of modelling. Outcomes

26. Assessment 26 FeedbackSummativeFormative Task Bungee jumping If you make a bungee jump it is important to make sure that the elastic rope is the correct length. Sometimes people make the jump over a river and their head just touches the surface of the water. How long should a bungee rope be? Thanks to Criusha, published at Wikimedia Commons

27. Assessment 27 FeedbackSummativeFormative Real-world problem Mathematical problem Mathematical solution Real solution Mathematical world Real world Setting up the model

28. Assessment 28 FeedbackSummativeFormative 12341234 Students require support to simplify the situation Setting up a model Students make good decisions that allow them to simplify a complex situation Students can find and use some necessary information to simplify parts of a complex situation. Students can use a range of information to simplify a situation.

29. Assessment 29 FeedbackSummativeFormative Real-world problem Mathematical problem Mathematical solution Real solution Mathematical world Real world Interpretation Working accurately Setting up the model Validation & reflection

30. Assessment 30 FeedbackSummativeFormative 12341234 Interpreting Students have difficulty and require a lot of support in interpreting the situation With support students (eg by being asked appropriate questions) are able to interpret the situation Students are able to interpret the situation, but not in depth Students interpret the situation thoroughly and in depth

31. Assessment 31 FeedbackSummativeFormative 12341234 Reporting Students are not independently able to report their work satisfactorily With support and guidance students are able to produce a satisfactory report of their work Students can independently produce a good account of their work Students produce a comprehensive report of their work

32. Assessment 32 FeedbackSummativeFormative What strategies can you use to encourage ………………….  Peer assessment  Self assessment? Activity 1: Involving students in peer and self assessment

33. Assessment 33 FeedbackSummativeFormative You will:  Consider how, as a teacher, you should give feedback to pupils as they work in groups on modelling tasks (Session 1)  Consider strategies that involve pupils in learning how to assess their own work (Session 2) Objectives

34. Assessment 34 FeedbackSummativeFormative You will develop guidelines for teachers about how they and their students can assess work and give advice about how to improve aspects of modelling. Outcomes

35. Assessment 35 FeedbackSummativeFormative Don’t forget to use your teacher diary to:  reflect on this session  plan how you will involve your students in some peer assessment activities in future modelling lessons. Teacher diaries