MATHEMATICS LEADERSHIP ALLIANCE FORMATIVE ASSESSMENT POD TRAINING #2

COLLABORATIVE TEAMWORK

Formative Assessment Share-out SHARING PROTOCOL 1)Organize in grade level groups 2)Pair-up with a colleague from another school

Formative Assessment Share-out 1)Share your formative assessment item with your partner 2)Touch on all of the “Talking Points”. 3)When finished your partner has a chance to ask any clarifying questions. 4)Next partner repeats the process

USING RUBRICS

It’s one thing for students to understand what the nature of a curricular aim is; it’s quite another for them to know how they are to display mastery of that aim. W. James Popham From “Transformative Assessment”

How can students make decisions about the effectiveness of their progress if they don’t know the factors by which their performance is to be evaluated? W. James Popham From “Transformative Assessment”

SAMPLE # Mathematics Released Items Scoring Guide for item number 6 A 4-point response: The student shows understanding of solving a problem by earning 6 or 7 value points: Understands: uses at least 6 pounds of snacks (1 value point) uses no more than $12.00 (1 value point) Strategy/Procedure: shows an appropriate strategy/procedure to determine the corresponding total weight for the combination given (1 value point) shows an appropriate strategy/procedure to determine the total cost for the combination given (1 value point) Answers: writes a number of whole bags 1 for 3 or 4 snacks with no partial bags listed (1 value point) writes the total weight that corresponds to the combination (1 value point) writes the total cost that corresponds to the combination (1 value point). A 3-point response: The student earns 4 of 7 value points. A 2-point response: The student earns 3 of 7 value points. A 1-point response: The student earns 2 of 7 value points. A 0-point response: The student shows very little or no understanding of solving a problem

SAMPLE #2

TALKING POINT What are the elements of a highly effective rubric?

Procedural vs. Declarative Procedural – I can correctly demonstrate all the steps for long division. (knowing how to do something) Declarative – I can recognize when to use long division in a problem solving situation. (Knows something)

CREATING RUBRICS 3 Point Response Represents what you want the student to know and be able to do. The students can do ALL of the processes and knows All of the knowledge that was taught.

CREATING RUBRICS With that in mind, write a brief description of a score of “3”

CREATING RUBRICS 2 Point Response Means the student understands and can do the simpler details, but not the more complex details Recognizes or recalls basic terminology

CREATING RUBRICS With that in mind, write a brief description of a score of “2”.

CREATING RUBRICS 1 Point Response Student demonstrates partial retrieval of knowledge or procedure.

CREATING RUBRICS With that in mind, write a brief description of a score of “1”.

CREATING RUBRICS 4 Point Response Student demonstrates knowledge and expertise above and beyond what was taught in class.

CREATING RUBRICS 1)Must be made very clear in the rubric that the score “4” elements ARE ONLY SUGGESTIONS. 2)Students must have the guidance and opportunity to go above and beyond in any way that the teacher approves

SMALL GROUP SHARE-OUT 1)Count off around the group 2)Put your number up in the corner of your assessment and your rubric 3) Pass your papers across the table

CLASSWORK FOR NEXT TIME Bring a formative assessment sample and rubric along with samples of your three student’s work. Be sure to share the rubric with your students before the materials is taught.