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Diving Deeper into Interim Assessments

Diving Deeper into Interim Assessments

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Diving Deeper into Interim Assessments

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  1. Diving Deeper into Interim Assessments Anne Gallagher

  2. Standardized Assessments Share with an elbow partner what type(s) of standardized assessments your school/district gives your students. How do you use the data from these assessments?

  3. DATA Misconceptions Gaps – Missed Standards

  4. Christelle Olivier from Pixabay OpenClipart-Vectors from Pixabay Clker-Free-Vector-Images from Pixabay – Owl Night Cave

  5. SBA Interim Assessments

  6. 6th Grade - Example Interim Assessment Overview

  7. Portal - Administer Interims: Reach our to District Assessment Coor. View the Interim Questions Reports including ?’s missed Class reporting

  8. Data from Interim Assessments - AIRWays Source: WCAP portal – AIRWays Reporting

  9. OSPI Assessment – Supports for Interim Assessments • • Webinar Series – Oct 10th and Nov 15th (recorded) • Sign up in the Moodle (go to OSPI link to register) • 5 clock hours • Supports in learning about and implementing the math and ELA interims • Opportunity to get your questions answered • Presentation at WERA – high level information

  10. Formative Assessment Probes

  11. What are Formative Assessment Probes? • Dives deeper into the question by having students explain their answers • Helps to identify the different misconceptions or misrepresentations • Opportunity to explore student work within a PLC and determine instructional moves/strategies • Focus on particular math content standards • Helps teachers to determine how to approach reteaching to support an understanding of the standard – not just practicing more of the same type of problem.

  12. Assessment Item Adapted into a Formative Assessment Probe

  13. Assessment Item Adapted into a Formative Assessment Probe

  14. Assessment Item Adapted into a Formative Assessment Probe

  15. Examples of Different Probes • Card Sort • Yes/No • Check all that are true • Fill in the blank

  16. Types of Misunderstandings • Preconceptions– ideas students have from previous experiences, including everyday interactions. (counting numbers, decimal point) • Overgeneralizations– Extending information to another context in an inappropriate way. (3 on a number line vs ¾ ) • Partial Conceptions – Using some correct and some incorrect ideas. This may result from difficulty generalizing or connecting concepts or distinguishing between two concepts. (1/4 closer to 1 or 0 – then 18/92 closer to one or zero) • Conceptual Misunderstandings – Content that students “learn” in school but have misinterpreted and internalized, which often goes unnoticed by the teacher. Students often make their own meaning out of what is taught. • “Uncovering Student Thinking in Mathematics: 25 Formative Assessment Probes” - Cheryl Tobey

  17. Possible Teacher Misunderstandings • All misconceptions are the same – there are different types of misconceptions of student ideas – these ideas are not completely “wrong” – they are a very real part of the student’s framework and understanding of the math. • Misconceptions are a bad thing – students experience cognitive dissonance when the realize an existing mental model no longer works for them and they come to a place where they are willing to give up their preexisting idea in favor of a new understanding. • All misconceptions are major barriers to learning – we all have misconceptions (including teachers). Our job is to surface possible misconceptions, provide instruction that intentionally addresses the misconception and continue to formatively assess to check for new understanding. Exploring misconceptions actually promotes deeper learning as we learn more from our mistakes than our right answers. “Uncovering Student Thinking in Mathematics: 25 Formative Assessment Probes” - Cheryl Tobey

  18. ACT Cycle ACT Cycle created by Cheryl Tobey

  19. Get a packet from your grade band (Elementary, Middle, Secondary) • Work out the problems on the front page. • Consider what misconceptions students might have for these problems. • Share with an elbow partner.

  20. Find a small group who has the same Formative Assessment Probe. • Get an envelope for your group. • Take out the student responses and sort them by similar misconceptions or correct responses. • Discuss what instructional moves you might make to address their misconceptions. • Share whole group.

  21. Read through the teacher consideration for your probe.

  22. So Now What – ACT Cycle – PLCs • Determine the questions that are most challenging for students. (Interim, MAP, etc.) • Explore the standard(s) the item is associated with and review the previous grade level standard(s). • Review student work and sort the student solutions by common misconceptions. Is it a simple misconception or a deeper conceptual misconception? • Discuss how you might address reteaching the math idea based on the information you now have. Consider instructional strategies and resources to support addressing the misconceptions.

  23. Creating Your Own Formative Assessment Probe • Look at the items in the different IABs that may align with your current unit or upcoming unit. • Choose an item you feel many students will have misconceptions about the math or choose the items that many students missed. • Consider the different possible misconceptions, review the standard associated with that item. • Determine what type of probe would work for the item you chose. • Create the probe, and if necessary, create answers based on what misconceptions students may have about the math.

  24. Waysto implement Formative Assessment Probes • Give the entire assessment block – choose questions students missed most frequently to create a probe. • Students review a probe with student work that has misconceptions and they determine what misconception the student has about the problem. • Choose a single item and create a probe – • Exit or entry task

  25. Differentiation – Digital Library - Playlists Digital Library

  26. Resources • Cheryl Tobey – Formative Assessment Probe Resources - &

  27. Anne Gallagher NW Math Conference Twitter - @mathgirl8128