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Powerpoint from the "Assessment for Learning in an Elementary Math Classroom"
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Assessment for Learning in an Elementary
Math Classroom
Presented by Tanya Braybrook, B.Ed.Email: [email protected]
Follow on Twitter: @MathProfile
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Workshop Objectives
General Learner Expectation:
The learner will be prepared to try one new assessment strategy in their math class within the next four weeks.
Specific Learner Expectations:
1. The learner will discuss what assessment for learning is and is not.
2. The learner will understand the conclusions coming from research.
3. The learner will explore a variety of assessment tasks.
4. The learner will view a variety of rubrics for specific math tasks.
5. The learner will view different ways of record keeping.
Research
Black, Paul and Dylan Wiliam. “Inside the Black Box: Raising Standards Through Classroom Assessment.” Phi Delta Kappan (October 1998): 139-148.
Stiggins, Richard. “Assessment, Student Confidence, and School Success.” Phi Delta Kappan (November 1999): 191-198.
Glanfield, Florence, William S. Bush, Jean Kerr Stenmark. Mathematics Assessment: A Practical Handbook for Grades K-2. Reston, Va.: National Council of Teachers of Mathematics, 2003.
Huinker, DeAnn. Mathematics Assessment Sampler: Prekindergarten-Grade 2. Reston, Va.: National Council of Teachers of Mathematics, 2006.
Alberta Education. Rethinking Classroom Assessment with Purpose in Mind: Assessment for Learning, Assessment as Learning, Assessment of Learning. Edmonton, AB: Alberta Education, 2006.
Stiggins, Richard, Judith A. Arter, Jan Chappius and Stephen Chappius. Classroom Assessment for Student Learning: Doing it Right—Using it Well. Portland, Oregon: Assessment Training Institute, 2004.
Assessment Training Institutehttp://www.assessmentinst.com
The picture shows the 2nd edition which was published in 2011.
Three Big Questions / Seven Strategies(from Stiggins, Arter, J. Chappius & S. Chappius: Classroom Assessment for Student Learning)
WHERE AM I GOING?
WHERE AM I NOW?
HOW CAN I CLOSE THE GAP?
Strategy 1: Provide a clear and understandable vision of the learning target.Strategy 2: Use examples and models of strong and weak work.
Strategy 3: Offer regular, descriptive feedback.
Strategy 4: Teach students to self-assess and set goals.
Strategy 5: Design lessons to focus on one aspect of quality at a time.
Strategy 6: Teach students focused revision.
Strategy 7: Engage students in self-reflection and let them keep track of and share their learning.
Strategy 1: Provide a clear and understandable vision of the learning target.
We are learning…our classmates’ names.
We are learning...to write the date correctly.
We are learning...to predict covered words.
We are learning…to count on when adding.
We are learning...how to tell if a number is odd or even.
We are learning...how to find the area of a shape.
Math Routines I can... √ solve problems using a calendar√ skip count by:2’s, 3’s, 4’s, 5’s, 10’s, 25’s and 100’s√ show a number
-using tallies -with materials -using pictures-using numbers -in many different ways
√ read 3-digit numbers√ read number words√ represent a number as different equations√ compare numbers√ put numbers in order√ find mistakes in numbers that are in order√ estimate√ discuss information from a bar graph
What numbers can we use to talk about position? What are the numbers used to skip count by:
-2’s -5’s -10’s? What are different ways 2 digit numbers can be represented? How can 2 digit numbers be compared and ordered? How can we estimate the number of objects? How do days relate to weeks and months?
Gr. 2 Sample Essential Questions
1. Write the month that comes AFTER.March September 2. Write the month that comes BEFORE.June August
3. Write the month that comes BETWEEN.October DecemberMay July 4. What position is each month in? (1st, 2nd, 3rd, 4th, …)September February
5. Write that month that is in each position.4th 8th 6. How many months are in a year? 7. If this is the month of October and my birthday is in April, how many more months until my birthday? 8. What month comes 3 months after March? 9. What month comes 6 months before January? 10. If your little sister is two and a half years old, how many months is that?
We are learning to name the months of the year.We are learning to relate the number of months to a year.
Strategy 2: Use examples and models of strong and weak work.
Give examples and non-examples of: even numbers
Student A: 2, 4, 6, 8, 10 1, 3, 5, 7, 9
EXAMPLES NON-EXAMPLES
Student B: 743, 321, 568, 75 904, 772, 547, 329
Student C: 6 824 3 265
Other possible assignments
triangles, certain events, acute angles, ABCC repeating pattern
“Visual Rubric” (Anne Davies)
Strategy 3: Offer regular, descriptive feedback
Alberta Education. Rethinking Classroom Assessment with Purpose in Mind: Assessment for Learning, Assessment as Learning, Assessment of Learning. Edmonton, Alberta: Alberta Education, 2006.
Categories for the Math Profile Assessment Tool by Grade LevelGRADE 1—9 categoriesRepresent Numbers Place Value CountingEstimation Add & Subtract PatternsEqualities Measurement Geometry
GRADE 2—12 categoriesRepresent Numbers Place Value CountingEstimation Add & Subtract PatternsEqualities Measurement GeometryCalendar Graphing & Data AnalysisProblem Solving
GRADE 3—15 categoriesRepresent Numbers Place Value CountingEstimation Add & Subtract Multiply & DivideFractions PatternsEquationsTime Calendar MeasurementGeometry Graphing & Data Analysis Problem Solving
GRADE 4—14 categoriesRepresent Numbers Place Value Add & SubtractMultiply & Divide FractionsDecimalsPatterns Equations TimeCalendar Measurement GeometryGraphing & Data Analysis Problem Solving
GRADE 5—12 categoriesRepresent Numbers Estimation Multiply & DivideFractions Decimals
PatternsEquations Measurement GeometryGraphing & Data Analysis Chance & Uncertainty Problem Solving
GRADE 6—13 categoriesRepresent Numbers Estimation Whole Number OperationsFractions, Ratios & Percents Decimals
Patterns Equations MeasurementGeometry Transformations Graphing & Data AnalysisChance & Uncertainty Problem Solving
Reading & Interpreting the Profile Graph
Rubrics
Van de Walle, John A. and LouAnn H. Lovin. Teaching Student-Centered Mathematics: Grades K-3. Boston, Massachusetts: Pearson Education, Inc., 2006.
Show and Share Project
Strategy 4: Teach students to self-assess and set goals.
Elk Island Catholic School Division Grade Two Created by Carrie Anaka, Michelle Buysen and Jenna deVries
Strategy 5: Design lessons to focus on one aspect of quality at a time.
~ problem solving teach different strategies and/or ways of recording answer one at a time
~ basic facts using the Power of Ten philosophy/method (teach strategies such as doubles & doubles plus one; visualization; -9, then -8)
~ performance tasks
Strategy 6: Teach students focused revision.
Possible topics include:
-2-digit numbers (73 and 93)
-shapes (square and triangle)
-operations (multiplication and division)
-units of measurement (kilogram and gram)
Strategy 7: Engage students in self-reflection and let them keep track and
share their learning.
Basic Facts Graph Name: This graph shows that I… List 2 strategies you have used to get better at mad minutes. 1. 2. Write a sentence comparing your scores using the word “more”.
Write a sentence comparing your scores using the word “less”.
Other ideas for self-reflection and sharing the learning…
Learning logs/math journals
Exit cards
Pictures of manipulative work
Student-led conference
Portfolios
Recording and Reporting
In a small group, discuss…
How will what you have seen and heard in this session impact your teaching?
Learning Chains
Could use “I can…” or “I learned…”
Could be used to measure individual or class progress
General Learner Expectation:
The learner will be prepared to try one new assessment strategy in their math class within the next four weeks.
Final Thought…
