MAA MathFest 2005 1

Current Issues in Mathematics Education Courses

Assessment for Assessment for Pre-service TeachersPre-service Teachers

Current Issues in Mathematics Education Courses

Assessment for Assessment for Pre-service TeachersPre-service Teachers

N. LeveilleAugust 4, 2005

MAA MathFest 2005 2

Assessment for Pre-service Teachers

The Principles and Standards for School Mathematics encourages K-12 teachers to use “many assessment techniques … including open-ended questions, constructed response tasks, performance tasks, observations, conversations, journals, and portfolios (NCTM, 2000, p.23).

MAA MathFest 2005 3

Assessment for Pre-service Teachers

Pre-service teachers need the experience of their own mathematics knowledge being graded by different methods to prepare them for using a variety of assessment techniques in their own future teaching.

MAA MathFest 2005 4

Charles, R., Lester, F., & O’Daffer. (1987).How to evaluate progress in problem

solving. Reston, VA: The Council.

A. Observing and Questioning pp. 16-201. How did you…?2. Why did you…?3. What do you think…?

B. Student Report pp. 24-261. Describe how you solved the problem.2. Tell about your thinking as you solved the problem.

MAA MathFest 2005 5

Assessment for Pre-service Teachers

C. Zero Out

After all the students are playing, stand behind each player to assess fluency in integer addition using the rubric checklist:

Y Observing Performance Task

N

Calculates integer additions

Collaborates with othersDemonstrates positive attitude

MAA MathFest 2005 6

Assessment for Pre-service Teachers

Figure 1. Introducing Zero Out

MAA MathFest 2005 7

Assessment for Pre-service Teachers

Figure 2. Playing the Face-up Version of Zero Out

MAA MathFest 2005 8

Assessment for Pre-service Teachers

Figure 3. A Winning Hand

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Foyle, H. (Ed.). (1995). Interactive learning in the higher education classroom: Cooperative,

collaborative, and active learning strategies. Washington, DC: National Education Assn.

D. Think, Pair, Share pp. 226-233

1. Assign partners and pose a question.

2. Allow a short period of time for individual reflection.

3. Partners discuss answers.

4. Instructor facilitates class discussion.

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Brown, S., & Glasner, A. (Eds.). (1999). Assessment matters in higher education: Choosing and using diverse approaches. Philadelphia: The Society for Research into Higher Education & Open University Press.

E. Portfolios pp. 122-131Section Self-

assessedPeer-assessed

Teacher-assessed

1. Pre-service teachers

Personal learning agreement

Mentor observation

One evaluation of a lesson.

2. Planning Lesson plan

Supervisorfeedback

Evaluation of series of lessons

3. Assessment

Graded work

Variety of evidence

4. Evaluation

Evaluation of agreement

Evaluation of a learning event

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Assessment for Pre-service Teachers

Additional ReferencesAstin, A. (2002). Assessment for excellence: The philosophy and practice of

assessment and evaluation in higher education. Westport, CT: American Council on Education.

Banta, T., Lund, J., Black, K., & Oblander. (1996). Assessment in practice: Putting principles to work on college campuses. San Francisco: Jossey-Bass.

Measuring-up: Prototypes for mathematics assessment. (1993). Washington, DC: Mathematical Sciences Education Board.

Pumala, V., & Klabunde, D. (2005). Learning measurement through practice. Mathematics Teaching in the Middle-School, 10(9), 452-460.

Ross-Fisher, R. (2005). Developing effective success rubrics. Kappa Delta Pi Record, 41(3), 131-135.

Schulman, J., Lotan, R., & Whitcomb, J. (Eds.). (1998). Groupwork in diverse classrooms: A guidebook for educators. New York: Teachers College Press.

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Assessment for Pre-service Teachers