Tools for Assessment

Making Classroom Assessment Meaningful

Types of Classroom Assessment

Making assessment an integral part of daily mathematics is a challenge. It requires planning specific ways to use assignments and discussions to discover what students do and do not understand. It also requires teachers to be prepared to deal with students’ responses. Merely spotting when students are incorrect is relatively easy compared to understanding the reasons behind their errors.

Burns 2005, p.31

Reflection

0After reading that passage:

Jot down the challenges that you face making assessment a part of daily mathematics instruction?

What are two ways that would help you overcome

these challenges?

Shifting the Balance

Assessment for Learning

Formative Assessment:

Assessment and teaching should be integrated into a whole

Ongoing assessment allows teachers to monitor students on a daily basis and modify teaching based on what students need to be successful

Improves our teaching practices

Provides students with timely feedback that they need to make adjustments to their learning.

Comparing Assessment for Learning and Assessment of Learning Adapted from Ruth Sutton Learn AlbertaAssessment for Learning Assessment of Learning

Checks learning to determine what to do next and then provides suggestions of what to do –teaching and learning are indistinguishable from assessment.

Checks what has been learned to date.

Is designed to assist educators and students in improving learning.

Is designed for the information of those not directly involved in daily learning and teaching(school administration, parents, school board) in addition to educators and students.

Is used continually by providing descriptive feedback. Is presented in a periodic report.

Usually uses detailed, specific and descriptive feedback in a formal or informal report.

Usually compiles data into a single number, score or mark as a formal report.

Is not reported as part of an achievement grade. Is reported as an achievement grade.

Usually focuses on improvement, compared with student’s “previous best” (self-referenced, making learning more personal).

Usually compares student’s learning either with other student’s learning or the standard grade level.

Involves student. Does not always involve the student.

How Do We Assess for Learning?Descriptive Feedback

Identify the Outcomes to be Learned

0 N3.1 Demonstrate understanding of whole numbers to 1000 (concretely, pictorially, physically, orally, in writing, and symbolically) including:

0 representing (including place value)0 describing0 estimating with referents0 comparing two numbers0 ordering three or more numbers.

Learning target:0 I can describe numbers to 1000 in many different

ways.

Determine How the Learning Will be Observed

0What will the children do to know that the learning has occurred?

0What should children do to demonstrate the understanding of the mathematical concepts, skills, and big ideas?

0What assessment tools will be the most suitable to provide evidence of student understanding?

0How can I document the children’s learning?

Assessment Tools

0Anecdotal Notes and Observations

0Prepared Bloom’s Taxonomy Questions

0Opportunity for Open- Ended Thinking and Discussion

04 Point Rubric for: of and as learning (NCTM)

Rubrics

NCTM Process Standards

Documentation of Learning

Virtual Tools & Technology

Open- Ended Discussion

Multiple Entry PointsAlways with a Key Learning Target

Assessment of Learning

0 Summative Assessment

0 Snapshot in time that lets the teacher, student and their parents know how well the student completed the learning task

0 Provides information on student achievement

0 Provides useful reporting information but less affect on learning

0 Compare Assessment for Learning and Assessment of Learning

Assessment as Learning

0Develops and supports student’s metacognitive skills

0Self assessment/Peer Assessment

0Make sense of information and make connections to own self

0Helps students set learning goals

Assessment Strategies and Tools

0Anecdotal notes0Observation checklists0Conversations0Portfolios0Questions and answers0Checklists, rating scales and rubrics

Tips for Developing Checklists, Rating Scales and Rubrics

Taken from Types of Classroom Assessment Learn Alberta www.learnalberta.ca

1. Use checklists, rating scales and rubrics in relation to outcomes and standards.

2. Use simple formats that can be understood by students that will communicate information about students to parents.

3. Ensure the characteristics and descriptors are clear, specific and observable.4. Encourage students to assist with constructing appropriate criteria.5. Ensure that checklists, rating scales and rubrics are dated and track

progress over time.6. Leave space to record anecdotal notes or comments7. Use generic templates that become familiar to students to use and to which

various descriptors can be added quickly depending on the outcome(s) being assessed

8. Provide guidance to students to use to create their own checklists, rating scales, and rubrics for self-assessment purposes and guidelines for goal setting.

Developing a Rubric or Rating Scale

0What are the specific outcomes in the task?

0Begin by describing the Acceptable Level then use Bloom’s Taxonomy to identify differentiating criteria as you move up the scale. The criteria should not go on beyond the original performance task but reflect higher order thinking that students could demonstrate.

Rating Scales

0The more precise the descriptors the words are for each scale, the more reliable the tool.

0Measures such as frequency (always, usually, sometimes and never) are better than descriptors such as quality (fair, good, excellent)

Essentials of Classroom Based Assessment

Research shows increases in student achievement and motivation when students

Are Involved

Understand Learning Goals

Know Criteria for Success

Receive and Use Descriptive Feedback

Do more

0Explain purpose and relevance of learning0Provide choice and scaffolding toward responsibility0Provide opportunities to learn with others0Specific, descriptive feedback0Self-assessment related to criteria

Do less

0One form of testing such as pencil-paper0Drill and practice for test taking0Comparison of students re: test results0Competition for marks

Plan the Learning Environment and Instruction

0What learning opportunities and experiences should I provide to promote the learning outcomes?

0What will the learning environment look like?0What strategies do children use to access prior

knowledge and continually communicate and represent understanding?

0What teaching strategies and resources will I use?

Assess Student Learning and Follow -up

0What conclusions can be made from assessment information?

0How effective have instructional strategies been?0What are the next steps for instruction?0How will the gaps in the development of

understanding be addressed?0How will the children extend their learning?

Reflection

Refer back to:

Jot down the challenges that you face making assessment a part of daily mathematics instruction? What are two ways that would help you overcome these challenges?

What are some new tools that you learned today that would help you with your challenges?

What do you still need?

Co-Constructing Criteria

Assessment Grades 3-4

Learning TargetTransparencySharing a great deal of what was once the sole preserve of the teacher. For example, we let students in on the secret of success criteria, working with them to create tips on how to besuccessful in their work. We also show them how to provide feedback that prompts next steps for improvement, both for their peers and for themselves.

Focus on the Learning (not the activity)

01. the learning intention: the new learning that pupils will get from

0 the next stage in their learning programme; and02. success criteria: those parts of the learning activity

that are essential (in helping them to achieve the learning intention).

Learning Target:

I can represent multiplication and division in many different ways.

Details Criteria

Co-Constructing Criteria

Assessment Grades K-2

Learning TargetTransparencySharing a great deal of what was once the sole preserve of the teacher. For example, we let students in on the secret of success criteria, working with them to create tips on how to besuccessful in their work. We also show them how to provide feedback that prompts next steps for improvement, both for their peers and for themselves.

Focus on the Learning (not the activity)

01. the learning intention: the new learning that pupils will get from

0 the next stage in their learning programme; and02. success criteria: those parts of the learning activity

that are essential (in helping them to achieve the learning intention).

Learning Target:

I can describe numbers to 100 in many different ways.

Details Criteria

http://smilebox.com/playBlog/4d6a6b344f544d314e6a4d3d0d0a&blogview=true

Co-Constructing Criteria

Assessment Grades 5-8

Learning Target

TransparencySharing a great deal of what was once the sole preserve of the teacher. For example, we let students in on the secret of success criteria, working with them to create tips on how to besuccessful in their work. We also show them how to provide feedback that prompts next steps for improvement, both for their peers and for themselves.

0 I can find the volume of a rectangular prism.0 I can find the surface area of a rectangular prism.

Focus on the Learning (not the activity)

01. the learning intention: the new learning that pupils will get from

0 the next stage in their learning programme; and02. success criteria: those parts of the learning activity

that are essential (in helping them to achieve the learning intention).

What are the prerequisites to achieve this learning goal ?

Details Criteria

I can find the surface area of a rectangular prism.

Learning Target:I can compare the area and volume of a rectangular prism.

Applying formative feedback

0 • Ensure that your students know the criteria for feedback as they engage in the learning task.

0 • Give feedback that is accurate and realistic by focusing on the learning intentions and success criteria.

0 • Use effective questioning, discussion and prompts to focus on how the learning can be improved.

0 • Model the process of giving feedback, and help pupils develop the skills and approaches to do it themselves.

Resources0 Rethinking Classroom Assessment with Purpose in Mind WNCP

0 Learn Alberta (Assessment) http://www.learnalberta.ca/content/mewa/html/assessment/process.html

0 Mathematics Assessment a Practical Handbook for grades K-2 NCTM

0 50 Tools and Techniques for Classroom Assessment by Karen Hume0 http://www.pdesas.org/module/content/resources/6173/view.ashx0 http://www.shodor.org/interactivate/activities/SurfaceAreaAndVolume/0 http://youtu.be/QpCTVhETts40 http://

mathsisinteresting.blogspot.com/2008/08/volume-and-surface-area-geometrical.html

0 http://www.mathopenref.com/cylinderarea.html