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Mathematics Leadership Support Network
Presentation Provided Jointly by the
P-12 Math and Science Outreach
Division of PIMSER and the Kentucky Department of Education
Please begin playing the game on your table (Cousin Uno) as you
enjoy your breakfast. We will begin at 9:01.
2
Math Leadership Support Network '09-'10
Feedback/Reflection on Game
Cousin Uno
Math Leadership Support Network '09-'103
Welcome
Candy Drinks
Breakfast Lunch
Parking Lots: KDE, MLSN
Norms
3
Learner Goals for Today
1. I can define formative assessment.
2. I can define summative assessment.
3. I can give examples and non-examples of formative and summative assessments.
4. I can give at least two characteristics or key components of formative assessment that research says leads to greater student learning.
High Quality Instruction
In October, facilitators modeled aspects of:
• Learning climate
• Clear learning targets
• Analysis of Student Work
• Differentiation
We will continue to focus on these important aspects of High Quality Teaching and Learning this month.
6
Math Leadership Support Network '09-'10
Morning Line-Up
Community Building—Guess My Word
Whole Group—Percent Problems with
Toilet Paper and % Frames
Break
Self Assessment—Classroom Assessment
and Reflection
Formative and Summative Assessment
Math Leadership Support Network '09-'10
7
Community Building—Guess My Word
8
Math Leadership Support Network '09-'10
Whole Group—Percent Problems with Toilet Paper and
% Frames
10% 10% 10% 10% 10% 10% 10% 10% 10% 10%
High Quality Teaching and Learning—Section 2 Classroom Assessment and
Reflection
Teacher Self-Rating
Video and Video Viewing Companion
Formative Assessment vs Summative Assessment
Now that we have defined both formative and summative assessment and we can give examples of both, here are some questions for your consideration:
Identify which assessments and their uses are present in your school/district.
1. Are formative and summative uses in balance?2. If not, what is one modification might you
recommend?3. With whom might you share your
recommendation?4. What rationale might you give for your
recommendation?
11
Math Leadership Support Network '09-'10
Everyone Needs a Break
Math Leadership Support Network '09-'10
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Math Leadership Support Network '09-'10
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Afternoon Line-Up
Grade Level Break-outs Processing time concerning our
learning goals and focus on instruction
Closure/Reminders/Homework Assignment
Math Leadership Support Network '09-'10
14
Grade Level Break-Out Groups
15
Math Leadership Support Network '09-'10
Feedback/Reflection on Grade Level Break-outs
Math Leadership Support Network '09-'10
16
Reflection Time
What did we do?
Cousin Uno
Toilet Paper and % Frames (Whole Group)
Formative and Summative Assessment
Grade Level Break-outs
What did we learn?
Math Leadership Support Network '09-'10
17
Reflection on Elements of High Quality Teaching and Learning
Intentional Elements of Instruction Today
Learning Climate
Clear Learning Goals
Analysis of Student Work
Differentiation
What did we learn today?
Math Leadership Support Network '09-'10
18
Wrapping it Up
Evaluation/Sounding BoardHomework assignment from
the Seven Strategies of Assessment for Learning (handout)—Chapter 2
Please return your name tags to the meeting box
See you in January!!