Types and Purposes of Assessment Mathematics Assessment and Intervention.
Published byModified over 5 years ago
Presentation on theme: "Types and Purposes of Assessment Mathematics Assessment and Intervention."— Presentation transcript:
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 Article Read 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 teaching Practice 4: Offer appropriate choices Practice 5: Provide feed back early and often Practice 6: Encourage self-assessment and goal setting Practice 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 advance Practice 3: Assess before teaching Practice 4: Offer appropriate choices Practice 5: Provide feed back early and often Practice 6: Encourage self-assessment and goal setting Practice 7: Allow new evidence of achievement to replace old evidence
Purposes of Assessment Diagnostic 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 tasks Use formative assessment to enhance and guide your instruction. Five Key Elements of Formative Assessment WHY ?
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 skill One of the purposes of assessment is to understand students’ thinking. Metacognition questionnaire
More Precise Definition Metacognition is the monitoring and control of thought. Monitoring: “Do I understand?” Control: “Can you explain that again?” 17
18 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: Communication Reading comprehension Language acquisition Social cognition Attention Self-control Memory Self-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.