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Innovative Classroom Assessment Techniques for Precollege Math Education

This overview presents various effective Classroom Assessment Techniques (CATs) showcased in the "Rethinking Precollege Math Summer Institute." It includes innovative methods such as concept test questions to assess deep understanding, RCW quizzes for collaborative problem-solving, and pre-reading tasks to engage students prior to classes. Additional approaches involve structured feedback on projects and a two-step test rewriting process that transforms traditional grading into a learning opportunity. These strategies aim to enhance student learning and promote active participation in math education.

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Innovative Classroom Assessment Techniques for Precollege Math Education

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  1. CATs Examples of “Classroom Assessment Techniques” that was presented in “Rethinking Precollege Math Summer Institute”. Razmehr Fardad Fall 2010

  2. Concept Test Questions Multiple-choice questions that focus on deep conceptual understandings and finding sticky points presented in class with the follow procedure. • Post a question. • Give students about one minute to select a solution. • Get the class to signal their choices at once. • Give the students a chance to discuss their choice in a group. • Take a second vote. • Direct them. If needed repeat steps 4 and 5.

  3. RCW Quizzes A version of a group quiz (Read/Confer/Write) in three steps: • READ and develop strategies of how to solve (no writing). • CONFERENCE and discuss the strategies in groups of 3 or 4 (no writing). • WRITE up the solution.

  4. Pre-reading Read ahead and as admission ticket to the next class complete the following and turn-in: • In a sentence or two describe the big idea(s) of the section. • What is the easiest part(s) and doesn’t need further discussion? • What problem or idea needs more focus?

  5. Drill and Skill Work Using the web base programs for HW such as WebAssign.

  6. Projects Individual/ Group projects that get feedbacks before the due date (just like an English paper!) • Outline; • Rough draft; • Final paper.

  7. Testing Grading a traditional test using the following steps to make this assessment a learning opportunity. • Grade the test and mark each question with the following. No partial credit or feedback needed at this time. √ (essentially correct-full credit); ? (some correct reasoning but not complete or a few key errors-half credit); X (significant errors-no credit). • Return to students and inform them of the two-step rewrite for extra credit. • Comment on the original version on which they wrote error analysis, thoughts and questions in red. • Grade the very carefully written redo of the test.

  8. What you are asked to do! If you are teaching Math 81/91 please: • Keep a record of CATs you use each quarter (type and count). • Forward any concept test questions you create to rfardad@highline.edu or post on wiki. • Share your experiences with everyone!

  9. QUESTIONS?

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