1. MAA MathFest 20051 Assessment for Pre-service Teachers Current Issues in Mathematics Education Courses Assessment for Pre-service Teachers N. Leveille August 4, 2005

2. MAA MathFest 20052 Assessment for Pre-service Teachers The Principles and Standards for School Mathematics encourages K-12 teachers to use “many assessment techniques … including open-ended questions, constructed response tasks, performance tasks, observations, conversations, journals, and portfolios (NCTM, 2000, p.23).

3. MAA MathFest 20053 Assessment for Pre-service Teachers Pre-service teachers need the experience of their own mathematics knowledge being graded by different methods to prepare them for using a variety of assessment techniques in their own future teaching.

4. MAA MathFest 20054 Charles, R., Lester, F., & O’Daffer. (1987). How to evaluate progress in problem solving. Reston, VA: The Council. A.Observing and Questioning pp. 16-20 1. How did you…? 2. Why did you…? 3. What do you think…? B. Student Report pp. 24-26 1. Describe how you solved the problem. 2. Tell about your thinking as you solved the problem.

5. MAA MathFest 20055 Assessment for Pre-service Teachers C. Zero Out After all the students are playing, stand behind each player to assess fluency in integer addition using the rubric checklist: YObserving Performance TaskN Calculates integer additions Collaborates with others Demonstrates positive attitude

6. MAA MathFest 20056 Assessment for Pre-service Teachers Figure 1. Introducing Zero Out

7. MAA MathFest 20057 Assessment for Pre-service Teachers Figure 2. Playing the Face-up Version of Zero Out

8. MAA MathFest 20058 Assessment for Pre-service Teachers Figure 3. A Winning Hand

9. MAA MathFest 20059 Foyle, H. (Ed.). (1995). Interactive learning in the higher education classroom: Cooperative, collaborative, and active learning strategies. Washington, DC: National Education Assn. D. Think, Pair, Share pp. 226-233 1. Assign partners and pose a question. 2. Allow a short period of time for individual reflection. 3. Partners discuss answers. 4. Instructor facilitates class discussion.

10. MAA MathFest 200510 Brown, S., & Glasner, A. (Eds.). (1999). Assessment matters in higher education: Choosing and using diverse approaches. Philadelphia: The Society for Research into Higher Education & Open University Press. E. Portfolios pp. 122-131 SectionSelf-assessedPeer-assessedTeacher-assessed 1. Pre- service teachers Personal learning agreement Mentor observation One evaluation of a lesson. 2. PlanningLesson planSupervisor feedback Evaluation of series of lessons 3. Assessment Graded work Variety of evidence 4. Evaluation Evaluation of agreement Evaluation of a learning event

11. MAA MathFest 200511 Assessment for Pre-service Teachers Additional References Astin, A. (2002). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education. Westport, CT: American Council on Education. Banta, T., Lund, J., Black, K., & Oblander. (1996). Assessment in practice: Putting principles to work on college campuses. San Francisco: Jossey-Bass. Measuring-up: Prototypes for mathematics assessment. (1993). Washington, DC: Mathematical Sciences Education Board. Pumala, V., & Klabunde, D. (2005). Learning measurement through practice. Mathematics Teaching in the Middle-School, 10(9), 452-460. Ross-Fisher, R. (2005). Developing effective success rubrics. Kappa Delta Pi Record, 41(3), 131-135. Schulman, J., Lotan, R., & Whitcomb, J. (Eds.). (1998). Groupwork in diverse classrooms: A guidebook for educators. New York: Teachers College Press.

12. MAA MathFest 200512 Assessment for Pre-service Teachers