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Types and Purposes of Assessment
Mathematics Assessment and Intervention
In your Reflective Journal
Write your best definition of assessment.
What is the role of assessment in the classroom?
How does assessment impact instruction?
McTighe and O’Connor ArticleRead and discuss the article.
In your small group, discuss how the practices relate to your own current classroom assessment practices.
Practice 1: Use summative assessments to frame meaningful performance goals.
Practice 2: Show criteria and models in advance
Practice 3: Assess before teachingPractice 4: Offer appropriate choicesPractice 5: Provide feed back early and oftenPractice 6: Encourage self-assessment and
goal settingPractice 7: Allow new evidence of
achievement to replace old evidence
In your small group, discuss and present how your assigned practice relates to mathematics assessment.Practice 1: Use summative assessments to
frame meaningful performance goals.Practice 2: Show criteria and models in
advancePractice 3: Assess before teachingPractice 4: Offer appropriate choicesPractice 5: Provide feed back early and oftenPractice 6: Encourage self-assessment and
goal settingPractice 7: Allow new evidence of
achievement to replace old evidence
What is your definition of assessment?
Purposes of AssessmentDiagnostic Assessment:
Getting a sense of strengths and needs for planning instruction
Formative Assessment: Monitoring growth as you teach
Summative Assessment: Determining what students have learned after instruction or for accountability purposes.
Formative Assessments
Definition: Assessment used to inform instruction – should be occurring constantly during instruction.
How can we assess formatively?
Brainstorm
Assessment FOR learning
Formative Assessments: The essential link between teaching and learning
Make students aware of learning goals and evaluation standards.
Provide formative tasks involving understanding and application more often than rote memorization.
Give feedback to students providing information on how to close the gap between where they are and the evaluation standards for which they are aiming and allow opportunities to close the gap.
Avoid grading formative tasksUse formative assessment to enhance and guide
your instruction.
Five Key Elements of Formative AssessmentWHY?
Summative Assessment
Definition: To assess the achievement of the objective, usually used at the end of a learning cycle.
How can we assess summatively?
Brainstorm
Assessment OF learning
FormativeSummative
To perfect the process
Method is descriptive
Qualitative, developmental in nature
Where are you in the learning of this?
Data for growth, change, checkpoints for adaptations
Ongoing – a video of how we’re doing
To measure what was done
Method is measurement
Quantitative, product completion driven
What did you learn?
Data for reposting on goals attained
At specific times – a snapshot
On the Way / At the Gate Activity
Formative Summative
On the way . . . At the gate.
On the Way / At the Gate Activity
Summative and formative assessments are not TYPES of assessments but are descriptions of how assessment results are USED.
Classroom Assessment
Evidence may be◦formal or informal ◦quick or lengthy◦contrived or authentic
Observations Selected Response
Performance Assessment
“The juice must be
worth the squeeze!”
Constructed Response
Metacognition: a valuable formative assessment skillOne of the purposes of
assessment is to understand students’ thinking.
Metacognition questionnaire
16Metacognition
More Precise Definition
Metacognition is the monitoring and control of thought.
Monitoring: “Do I understand?”
Control: “Can you explain that again?”
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Metacognition includes:
Knowledge ◦about learning◦about oneself as a learner
Regulation ◦monitoring one’s own cognitive processes
◦appraising ideas and actions and taking corrective action when needed.
Metacognition is important for:
CommunicationReading
comprehensionLanguage
acquisitionSocial cognition AttentionSelf-control
MemorySelf-instruction Writing Problem solving Personality
development
Which of these elements are important in mathematics?
20
Research has shown...
Metacognition begins in early childhood, and continues to develop through adolescence.
Learning performance improves as metacognitive awareness and skills improve.
Students acquire metacognitive skills by observing teachers & other adults & peers as role models.