1. 4: Maths Assessment in Lessons (Van De Walle Ch 5)
ETL123: Mathematics
4: Maths Assessment in Lessons (Van De Walle Ch 5)

2. Maths Assessment is . . .
What do you think about when you think about Maths assessment?

3. What do you think about when you think about Maths assessment?
Forms
Tests? Quizzes? What else?
Content
Concepts? Procedures? What else?
Purposes
Check achievement? What else?

4. Why do we Assess? Monitor Progress (formative assessment)
Make Instructional Decisions (LMP and LP)
Evaluate Student Achievement (summative assessment)
Evaluate Own Teaching Programme/Unit (reflection)

5. Mathematical Processes
What do we Assess?
Mathematical Knowledge
Concepts
Procedures
Mathematical Processes
Problem-solving
Reasoning
Communication
Attitudes
(cf: 5 strands of Maths proficiency: Conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, productive disposition (Van der Walle p25)

6. Performance-Based Assessments
The same task as a problem task (activity where there’s no one solution method)
E.g. If you don’t know 12-7, what are some ways you could find the answer
E.g Explain two different ways to do 4x276 in your head: which is easier and why? Would you use as different way to do 5x98? Why/not?

7. Difference between Teaching Task and Assessment Task: Assessment Rubrics
Used to check level of performance in lesson objective(s)
Simple Rubrics
Performance Standard Statements
Describes what different levels of performance looks like: share with students at start of task (Dim 1)
Got it
Not there yet
Full achievement of objectives
Substantial achievement of objectives
Partial achievement of objectives
Little achievement of objectives

8. Assessment Types
Teacher Observations: notes, checklists (individual and class)
Student Writing/Journals: express understandings, questions, attitudes, self-assessment
Diagnostic Interviews: time-consuming but rich: e.g. Which is more? 4/4 or 4/8? Show your thinking.
Tests: can go beyond low level ‘drill’

9. Assessment Grades: % or A-E
Controversial/troublesome issue at times . . .
What skill should matter most in overall grade . . .?
Maths skills, concepts, explanations, problem-solving, attitude . . .
What gets graded gets valued
What do you think . . .?