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What does Assessment mean to you?

What does Assessment mean to you?. Some Thoughts!. Evaluation Measurement Classroom behavior Achievement Test Quizzes Grades Pass/Fail Accountability High Stakes Observations Diagnosis Portfolio Homework Standardized tests. What does Assessment mean to your students?. Tests

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What does Assessment mean to you?

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  1. What does Assessment mean to you?

  2. Some Thoughts! • Evaluation • Measurement • Classroom behavior • Achievement • Test • Quizzes • Grades • Pass/Fail • Accountability • High Stakes • Observations • Diagnosis • Portfolio • Homework • Standardized tests

  3. What does Assessment mean to your students? • Tests • Quizzes • CMTs • CAPT • SATs

  4. Building Assessment into Instruction… Purpose of Assessment • Monitoring your teaching or instruction to make instructional decisions • Monitoring student progress or to promote growth • Evaluating student achievement • Evaluating a mathematics program such as CMTs, CAPT, etc.

  5. Student Assessments • Can be formal or informal but • the objective is always the same, that is to gather information about how students are performing… • You will be data informed…if you do this • Assessments are formative or summative…

  6. How do these assessments affect the students’ grade? • Traditionally most likely only test and quizzes count in the grade and perhaps a random check of homework

  7. What Should Be Assessed? • Concepts • Processes • Dispositions • Procedures

  8. Mathematical Concepts or Big Ideas • A good assessment strategy will provide opportunities for students to demonstrate how they themselves understand the concepts in each content area under discussion……….. • Algebra • Numbers and Operations • Geometry • Measurement • Data Analysis and Probability

  9. Some good examples…Measurement • Sheila emptied her piggy bank, wrapped her coins, and put them in a bag to go to the bank. The bag weighed 20 pounds. How much money do you think Sheila had in coins? • You write on paper every day in school. If you were to box up all of the pieces of paper you’ve used since entering school, what fraction of the room do you think the boxes would fill? • A ball of dough is rolled out into a circle with a 12 inch diameter. How many cookies with a diameter of 2.5 inches can be made from this dough?

  10. Mathematical Processes • Problem Solving • Student works at understanding a problem before beginning work • Student uses drawings, graphs, and physical models to help solve problems • Assesses the validity of answers –”makes sense” • Reasoning and Proof • Student justifies solutions • Communication • Student can explain their ideas in writing • Student communicates their ideas clearly in class discussions • Connections • Students can show purpose of activity • Representation • Student can show multiple solutions

  11. Mathematical Dispositions • Important to occasionally collect data on students’ confidence and beliefs in their own mathematical abilities as well as likes and dislikes about mathematics • Perhaps, a math autobiography or self assessment

  12. Mathematics Procedures • Procedural knowledge including skill proficiency…For example, a student may be able to find a common denominator to add fractions but may have no idea why ? • They may have mastered the “rules” but cannot connect to meaning • If you change the “rules” then they cannot “do” because they have no conceptual understanding

  13. How should Assessments be done? Test or Quiz • What is the purpose of the test or quiz? • Pretest or Posttest? • Test or Quiz Construction • Preparing items • Ensuring Validity and Reliability • Scoring Student Work • Including Review Items • Limitations to written tests or quizzes

  14. Alternative or Authentic Assessment? • Journals • Open-ended Questions and Rubrics • Individual and Team Projects • Observations and Check Lists • Interviews • Self Assessment • Portfolios • Web Quest • Paper on history of ? • Any other thoughts?

  15. Alternate Assessment • Assess student understanding by promoting student discussion • How are students involved in the lesson activity? • How successful are they? • Include presentations and require that all students participate • Ensure that all students take an active part in the presentation

  16. Alternate Assessment • Involve students in the development of rubrics • Interview your students • Make writing about math a routine not a special occasion • Find a way for your students to communicate math outside of class • Assign self assessments for students to monitor their progress

  17. Rubrics • A rubric is a framework that can be designed or adapted by the teacher for a particular group of students or a particular mathematical task (Kulm, 1994). • http://school.discoveryeducation.com/schrockguide/assess.html

  18. Assessment vs. Testing • 1. How is assessment different than testing? • 2. What are at least four purposes of assessment? • 3. How can a learning task or problem be an assessment task? • 4. What is the difference between formative and summative assessment? • 5. What is authentic or alternate assessment? Provide some examples………

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