1. Dorthea Litson April 30, 2010

2. Purposes of Assessment Purposes of Assessment Making instructional decisions Monitoring student progress Evaluating programs Evaluating student achievement Promote Growth Improve Instruction Recognize Accomplishment Modify Program

3. Level of Data Types of Data – Looking at Three Years State CRT Benchmark Assessment Classroom Assessment Aggregate Disaggregate Strand Item analysis Student Work Data Findings Student Learning Problem

4. Endured Understanding To understand the power of using student work to help make instructional decisions

5. Intended Outcome Provide a learning opportunity for the following:  To be able to understand why its important to selecting a task (an activity)  To be able to explain the levels of cognitive demanding task

6. Mathematical Tasks Task – student work Corrals How Does it Grow Watch Them Grow Missing Values Arrangements Team members select one or two mathematical task Team members work the problem(s) Team members share at tables Teams share one solution

7. What about the mathematical tasks? At your table have a dialogue about,  What you notice about the mathematical tasks? Be ready to share at least one important observation about the mathematical tasks.

8. Task Selection Good problems Begin where they are Focus on important mathematics Requires justification and explanation Promotes doing mathematics and encourages understanding May be open-ended Open Process: many ways to arrive at the answer Open End Product: many possible solutions Open Question: can explore new problems related to the old problem Promotes the Big Five!

9. Homework Assignment Read Analyzing Mathematics Instructional Tasks, from the book, Implementing Standards – Based Mathematics Instruction: A Casebook for Professional Development

10. The Assessment Standards! Mathematics Focus on Content and Process Standards in conjunction with curriculum outcomes Learning Assessment should inform instruction and promote student learning Equity High standards and high expectations with focus on finding out what students do know not what they don’t know Openness Establish clear expectations and criteria and ensure all stakeholders are aware of assessment processes Inferences What does the data tell me and how will I use it for future plans Coherence Assessment is aligned with instruction, there is a balance of assessment methods that emphasize conceptual and procedural understanding NCTM (1995) Assessment Standards for School Mathematics