1. Excellence in Teaching and Learning Every Student Counts: Connections to Assessment

2. Excellence in Teaching and Learning NCTM Assessment Principle Assessment should support the learning of important mathematics and furnish useful information to both teachers and students Assessment should support the learning of important mathematics and furnish useful information to both teachers and students

3. Excellence in Teaching and Learning NCTM Assessment Principle Reflect the mathematics that students should know and be able to do Reflect the mathematics that students should know and be able to do Enhance mathematics learning Enhance mathematics learning Promote equity Promote equity Be an open process Be an open process Promote valid inference Promote valid inference Be a coherent process Be a coherent process Assessment Standards for School Mathematics (NCTM, 1995)

4. Excellence in Teaching and Learning NCTM Assessment Principle Read the Assessment Principle Write the Most Important Point (MIP) from each of the following sections Assessment should enhance students’ learning Assessment is a valuable tool for making instructional decisions Share the MIP you chose

5. Excellence in Teaching and Learning 2.1 Assessment for and of Learning: Selected Key Differences — Assessment for learning Assessment of learning Reasons for Assessing Audience for Results Focus of Assessment Learning Targets Place in Time Primary Users Typical Uses Teacher’s Role Student’s Role Primary Motivator for Students Classroom Assessment for Student Learning—SUPPLEMENTARY MATERIAL Copyright © 2004 Assessment Training Institute

6. Excellence in Teaching and Learning NCTM Assessment Research NCTM Research Clips & Briefs 1. 1.What is Formative Assessment? 2. 2.Five “Key Strategies” for Effective Formative Assessment 3. 3.What Does Research Say the Benefits of Formative Assessment Are?

7. Excellence in Teaching and Learning NCTM Assessment Research Work in groups of three Each start with a different reading Individually highlight the key ideas. Share key ideas with partners Fill in Assessment for and of Learning Selected Key Differences sheet

8. Excellence in Teaching and Learning 2.1 Assessment for and of Learning: Selected Key Differences— Assessment for learning Assessment of learning Reasons for Assessing Audience for Results Focus of Assessment Learning Targets Place in Time Primary Users Typical Uses Teacher’s Role Student’s Role Primary Motivator for Students Classroom Assessment for Student Learning—SUPPLEMENTARY MATERIAL Copyright © 2004 Assessment Training Institute

9. Excellence in Teaching and Learning Assessment for Learning Assessment of Learning Formative assessment Summative assessment Integral part of instruction Test at the end of instruction Gather evidence to improve teaching and learning Gather evidence to report on student learning to stakeholders When the cook tastes the soup When the customer tastes the soup

10. Excellence in Teaching and Learning Assessment of Learning 1. New Standards Mathematics Reference Examination 2. Iowa Testing Program Constructed Response Supplement 3. Balanced Assessment in Math (BAM) Summative Assessments Consistent with ESC

11. Excellence in Teaching and Learning Assessment of Learning 1. Harvard Balanced Assessment 2. Exemplars 3. Maine Assessment of Progress 4. Tech Paths 5. National Assessment of Educational Progress (NAEP) Assessments with tasks as resources

12. Excellence in Teaching and Learning Assessment for learning Formative assessment - the frequent assessments of student progress to identify learning needs and shape teaching - has become a prominent issue in education reform. Formative assessment - the frequent assessments of student progress to identify learning needs and shape teaching - has become a prominent issue in education reform. The achievement gains associated with formative assessment have been described as "among the largest ever reported for educational interventions". The achievement gains associated with formative assessment have been described as "among the largest ever reported for educational interventions". OECD. 2005. Formative Assessment: Improving Learning in Secondary Classrooms,http://www.oecd.org/LongAbstract/0,2546,en_2649_33723_34340421_1_1_1_1,00.htmlhttp://www.oecd.org/LongAbstract/0,2546,en_2649_33723_34340421_1_1_1_1,00.html

13. Excellence in Teaching and Learning Research When principles of assessment for learning permeate the classroom environment, there are strong achievement gains in student performance at all levels of instruction as measured by standardized tests When principles of assessment for learning permeate the classroom environment, there are strong achievement gains in student performance at all levels of instruction as measured by standardized tests Bloom, 1984; Black and Wiliam, 1998; Black 2003; Meisels, Atkins-Burnett, Xue, Bickel and Hon, 2003; Rodriguiz, 2004. Classroom Assessment for Student Learning—SUPPLEMENTARY MATERIAL Copyright © 2004 Assessment Training Institute

14. Excellence in Teaching and Learning Research The effect of assessment for learning on student achievement is some four to five times greater than the effect of reduced class size. The effect of assessment for learning on student achievement is some four to five times greater than the effect of reduced class size. Ehrenberg, Brewer, Gamoran, and Willms, 2001. Classroom Assessment for Student Copyright © 2004 Assessment Training Institute Few interventions in education come close to having the same level of impact as assessment for learning. Few interventions in education come close to having the same level of impact as assessment for learning.

15. Excellence in Teaching and Learning Research The most intriguing result is that, while all student show achievement gains, the largest gains accrue to the lowest achievers. The most intriguing result is that, while all student show achievement gains, the largest gains accrue to the lowest achievers. Classroom Assessment for Student Copyright © 2004 Assessment Training Institute

16. Excellence in Teaching and Learning Assessment for learning While many teachers incorporate aspects of formative assessment into their teaching, it is much less common to find formative assessment practised systematically While many teachers incorporate aspects of formative assessment into their teaching, it is much less common to find formative assessment practised systematically OECD. 2005. Formative Assessment: Improving Learning in Secondary Classrooms,http://www.oecd.org/LongAbstract/0,2546,en_2649_33723_34340421_1_1_1_1,00.htmlhttp://www.oecd.org/LongAbstract/0,2546,en_2649_33723_34340421_1_1_1_1,00.html

17. Excellence in Teaching and Learning ESC and Assessment The goal of assessment for learning is not to eliminate failure, but rather to keep failure from becoming chronic and thus inevitable in the mind of the learner. Stiggins, R. J. 2007. Assessment Through the Eyes of the Student, in Educational Leadership Vol.64, pp22-26.

18. Excellence in Teaching and Learning ESC and Assessment In short, the effect of assessment for learning, as it plays out in the classroom, is that students keep learning and remain confident that they can continue to learn at productive levels if they keep trying to learn. In other words, students don't give up in frustration or hopelessness. Stiggins, R. J. 2002. Assessment Crisis: The Absence of Assessment FOR Learning, in Phi Delta Kappan Vol.83, No.10 pp758-765.