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A Formative Assessment System That Really Works

A Formative Assessment System That Really Works. Lee Ann Pruske, MTS pruskelx@Milwaukee.k12.wi.us Kim O’Brien, MTL johanskm@Milwaukee.k12.wi.us Milwaukee Public Schools National Council of Supervisors of Mathematics Indianapolis, IN April 13, 2011. In this session participants will:.

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A Formative Assessment System That Really Works

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  1. A Formative Assessment System That Really Works Lee Ann Pruske, MTSpruskelx@Milwaukee.k12.wi.us Kim O’Brien, MTLjohanskm@Milwaukee.k12.wi.us Milwaukee Public Schools National Council of Supervisors of Mathematics Indianapolis, IN April 13, 2011

  2. In this session participants will: Examine how teacher teams utilize a formative assessment system to improve teaching and learning of mathematics.

  3. Comprehensive Mathematics Framework

  4. Constructed Response Problem You have 12 blocks. Some of the blocks are black and some of the blocks are green. There are no other blocks of any color. There are three times as many black blocks as green blocks. What fraction of the blocks are green?

  5. MMP Learning Team Continuum Aligned with Formative Assessment Principles

  6. Assessment for learning Assessment for learning is about far more than testing more frequently or providing teachers with evidence so they can revise instruction, although these are part of it. Assessment for learning must actively involve students. Richard Stiggins

  7. Milwaukee Public SchoolsF. J. Gaenslen Elementary School • K4-8th grade • 690 students • 87% Free & Reduced Lunch • 46% Special education • 47 classroom teachers • 7 special education resource teachers • 16 MRP units (24% of students) • 1 Math Teacher Leader

  8. F. J. GaenslenGrade Level Meeting Structure • Who- grade level teachers and special education resource teacher (K5-8) • When-45 minutes weekly- alternating between literacy and math • Students are in gym, art, library • Embedded school-wide practice since 2003-04 • Monthly staff meetings- cross grade level discourse opportunities

  9. Formative Assessment Process at Gaenslen School (2009-2010) • 8 times a year from October - May • Grade level teams chose a common constructed • response problem • 5 times aligned to current classroom content instruction • 3 times district “on demand” prompts by grade level • Administer prompt with students • Sort work by math criteria- usually 3 piles • Teachers write descriptive feedback on the student work • Mini lesson addressing student misconceptions • Students retake assessments • Second attempts are scored and used summatively • Adjust next steps on teaching concepts

  10. Student Work with Feedback Effective feedback is differentiated by student needs • Student A- detailed and open ended • Student B- less wordy, very direct, specific • Student C- more directed, less narrative

  11. Gaenslen Record Keeping • 3 point rubric • 0, 1 point for correct math answer • 0, 1, 2 points for process • First try (pre feedback) • Second try (post feedback) • Used summatively to generate semester proficiency scores • Local data for School Improvement Plan

  12. Next Steps - Plan for Year 2 • Teacher buy-in of formative assessment process was cemented • Students in all grades improved their ability to communicate their mathematical reasoning on constructed response problems • Next steps to increase the cognitive demand of Constructed Response problems

  13. Life Happens - Budgets Happen May 2010- 580 MPS teachers laid off • Gaenslen lost 6 teachers • 7 teachers new to the school • 5 teachers changed grade levels • Net change of 18 of 31 teachers • MTL and principal remained the same, with same mathematics focus • Impact on school was to rebuild the new teams using common assessments and descriptive/effective feedback

  14. Year 2: 2010-2011 • Continue with process described at all grade level meetings • Differentiate Based on Teacher needs • Some teams revised CR prompts to increase cognitive demand • Some teachers began including student-to-student feedback

  15. Research by: John Hattie “The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’.”

  16. 2010 Wisconsin State Assessment Results F.J. Gaenslen School increased student mathematics proficiency 4.2% as a whole school measure

  17. Thank you. Resources: www.mmp.uwm.edu Lee Ann Pruske, MTS pruskelx@Milwaukee.k12.wi.us Kim O’Brien, MTL johanskm@Milwaukee.k12.wi.us The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation

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