Students using Assessments to focus their learning

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Students using Assessments
to focus their learning

• Pam Wilson, NBCT
• July 21, 2012
• TMC12, St. Louis, MO

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Mathematical practices

• 1. Make sense of problems and persevere in
  solving them.
• 2. Reason abstractly and quantitatively.
• 3. Construct viable arguments and critique the
  reasoning of others.
• 4. Model with mathematics.
• 5. Use appropriate tools strategically.
• 6. Attend to precision.
• 7. Look for and make use of structure.
• 8. Look for and express regularity in repeated
  reasoning.

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Seven strategies of assessment for learning

• Where am I going?
• Provide a clear and understandable vision of the
  learning target.
• Use examples and models of strong and weak work.
• Where am I now?
• Offer regular descriptive feedback.
• Teach students to self-assess and set goals.
• How can I close the gap?
• Design lessons to focus on one aspect of quality
  at a time.
• Teach students focused revision.
• Engage students in self-reflection, and let them
  keep track of and share their learning.
• CASL, Stiggins, page 42

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Unit Organizers / Pre-Assessments
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Target Quizzes
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Post-It Note Quizzes 1! 1 need some
HELP! 2! I need a little more practice! 3!
Ive GOT IT!
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Wrong answer analysis

• Question
• What was it asking me to do?
• How did I miss it? or What was my mistake?
• If no work, This Answer is incorrect, because
• Correctly worked out / explained

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Wrong Answer Analysis
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Cumulative assessments

• Every 6 weeks
• Each new assessment score replaced the old.
• Leading up to EOC / percentage of course grade.
• Use it as a formative assessment students can
  see what areas they may still need to be working
  in.

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10 of my favorite things!

• Small Group Investigations!

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10 of my favorite things!

• Data Collection Labs!
• The Crow The Pitcher (read Aesops Fables)
• Look Out Below! (read articles about falling
  balconies)
• Invasion of the Wiggies (Students write / present
  30 sec Breaking News Announcement)
• Marshmallow Catapults (Lab Report)
• I used to give them the lab sheet, step by step
  instructions
• Now, I give them the scenario and ask if there
  are ANYQS (Dan Meyer!)
• Let them create a plan just have materials
  ready to go!
• When its their question theyre trying to
  answerthey are engaged!

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10 of my favorite things!

• Geogebra.org its FREE! Geogebratube.org
• Differentiate Instruction Open Questions
• Y 3x 5 Y ½ x 7
• How are they alike? Different?
• A line has slope ¾ , give me 2 possible
  coordinate points.
• Give students the graph of a line and ask them to
  tell you everything they know about the line.

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10 of my favorite things!

• MJPs Ultimate Math Lessons (BIG BLUE BOOK)
  Monster Trucks
• I do, We do, You do
• Bob Garvey www.mathmadness.org Quadratic Formula
• NAGS Multiple Representations / Modeling
• Numerical Table of Values
• Algebraic - Equation
• Graphical
• Scenario / Sentence
• DropBox.com
• Formative Assessment Lessons

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A Brief History of the Formative Assessment
Lessons
CCSS
Geoff Krall
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Common I likes

• Pre-Assessment
• Guiding Questions
• Variety of Scaffolding Tasks
• Student Analysis of sample work
• Card activities and manipulatives
• Pushes the inquiry
• Pre-assessment
• Emphasis on questioning techniques
• Emphasis on improving own work
• Provided a break for students to swim in pure
  mathematics for a while
• Provided a place for teachers to take stock of
  student learning

Geoff Krall
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Typical Format of FALs
Geoff Krall
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Flowing Liquid
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Flowing Liquid
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Liquid flowing out of the top prism 1
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Liquid flowing out of the top prism 2
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Liquid flowing out of the top prism 3
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Liquid flowing out of the top prism 4
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Liquid flowing out of the top prism 5
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Liquid flowing out of the top prism 6
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Graphs
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Working Together

• The graphs represent the flow of a liquid either
  out of the top prism or into the bottom prism of
  the container.
• Take it in turns to match two cards that
  represent the movement of water in the same
  container.
• Place the cards next to each other, not on top,
  so that everyone can see.
• When you match two cards, explain how you came to
  your decision.
• Your partner should either explain that reasoning
  again in his or her own words, or challenge the
  reasons you gave.
• Some graphs are missing information, such as a
  scale along an axis. You will need to add this
  scale.
• You both need to be able to agree on and explain
  the match of every card.

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Graph Equation Prism
G1 E F
G2 E F
G3 E F
G4 E F
G5 E F
G6 E F
G7 E F
G8 E F
G9 E F
G10 E F
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Sharing Work

1. If you are staying at your desk, be ready to
   explain the reasons for your groups graph
   matches.
2. If you are visiting another group, copy your
   matches onto a piece of paper.
3. Go to another groups desk and check to see which
   matches are different from your own. If there are
   differences, ask for an explanation. If you still
   dont agree, explain your own thinking.
4. When you return to your own desk, you need to
   consider as a group whether to make any changes
   to your own work.

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Where to look
www.map.mathshell.org http//kentoncountymdc.wiki
spaces.com/
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Give students opportunities!