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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
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Dorthea LitsonApril 30, 2010
Purposes of Assessment
Making instructional
decisions
Monitoring student
progress
Evaluating programs
Evaluating student
achievement
Promote Growth
Improve Instruction
Recognize Accomplishment
ModifyProgram
Level of DataTypes of Data – Looking at Three Years
State CRTBenchmark Assessment
Classroom Assessment
Aggregate
Disaggregate
Strand
Item analysis
Student Work
Student Learning Problem
Endured UnderstandingTo understand the power of using student
work to help make instructional decisions
Intended OutcomeProvide 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
Mathematical TasksTask – student work
CorralsHow Does it GrowWatch Them GrowMissing ValuesArrangements
Team members select one or two mathematical task
Team members work the problem(s)Team members share at tablesTeams share one solution
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.
Task SelectionGood problems
Begin where they areFocus on important mathematicsRequires justification and explanation
Promotes doing mathematics and encourages understanding
May be open-endedOpen Process: many ways to arrive at the answerOpen End Product: many possible solutionsOpen Question: can explore new problems related to the
old problemPromotes the Big Five!
Homework AssignmentRead Analyzing Mathematics
Instructional Tasks, from the book, Implementing Standards – Based Mathematics Instruction: A Casebook for Professional Development
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 knowOpenness
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