# Effective Assessment / Evaluation in Action in the Numeracy Classroom.

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Effective Assessment / Evaluation in Action in the Numeracy Classroom

“Independent learners have the ability to seek out and gain new skills, new knowledge and new understandings. They are able to engage in self-reflection and to identify the next steps in their learning. Teachers should equip learners with the desire and capacity to take charge of their learning through developing the skills of self-assessment.” (Assessment Reform Group, 2002)

Workshop Agenda: The role of modeling books. Strategies for engaging students in self and peer evaluation. Questioning techniques to engage learners. Ideas for recording student’s summative achievement.

The role of modeling books. Record learning intention. Co-construct success criteria. Provides a model for students to refer to. Great for anecdotal evidence!

Strategies for engaging students in self and peer evaluation. De Bono’s Thinking Hats. Response Partners. Traffic Lights Reflective Disks. Cubes. “Roll a dice reflections”. Graphic Organisers. Reflective Journals.

Task: (Level 2) To design using repeating and sequential patterns a design for wrapping paper. Be ready to share your pattern with a response partner and talk about the rule for your pattern.

FOUR FOURS CHALLENGE (Level 4) You are challenged to make as many numbers as they can using AT MOST four fours and any mathematical sign. For example 4 x 4 + 4 + 4 = 24, 4 – 4 + 4 – 4 = 0, 44 + 4/4 = 45, 4 + 4 = 8. Task: Using the four digits in today's date record as many numbers as you can using at most four digits and any mathematical sign. http://www.nzmaths.co.nz/algebra/Units/fourfourchallenge.aspx

Where does each of the following numbers belong on the Venn diagram? 2, 3, 4, 5, 6, 7, 8, 9, 10, 11

“More effort has to be spent in framing questions that are worth asking: that is, questions which explore issues that are critical to the development of children’s understanding”. (Black et al., 2003)

Questioning techniques to engage learners. Giving a range of answers. Turning the answer into a statement. Finding opposites or one that works and one that doesn’t. Giving an answer and asking how to work it out. Asking a question from an opposing standpoint Task 1Task 2Task 4

The cost of 65 litres of petrol was \$68.84. What was the price of petrol per litre? \$1.98 92.9 cents 105.9 cents 98.9 cents Which answers are the best estimates for the problem? How do you know?

“A square is a rectangle.”

389 – 241 = 148 (Super Solver Card 1)

Ideas for recording student’s summative achievement. Videoed Interviews. Digital Photos – Using Think Boards. Summative recording sheets. Videoing strategizing for digital portfolios.

Numeracy Portfolio Assessment Name:______________________ Date:___________ Strategy Stage: Advanced Additive Part-Whole Strategy Used: Place Value Global Learning Intention: We are learning how to… Reflection on my Mathematics: In number knowledge I have been learning… I have improved at… This is helpful because… In Number strategies I have been learning… I have improved at… This is helpful because… My next learning goal is… Teacher comment on progress in mathematics: _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _____________________________________________________________ Current achievement level: (See Numeracy Diagnostics Assessment Survey) (Adapted from Michael Absolum (2006), “Clarity in the Classroom”)

http://www.nzmaths.co.nz/Numeracy/Other%20material/PortfolioExamples.pdf

http://www.nzmaths.co.nz/Numeracy/Other%20material/Number%20Sense%20Items.pdf

kate.webster@dce.ac.nz

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