1. 10/06/07 Al Mendle, ammendle@ucdavis.edu 1 PACT Implementation Conference Scaffolding for High-Quality Analysis of Student Work x. Sample Embedding Assessment Scaffolding (UCD) This example from UC Davis discusses teaching candidates about assessment.

2. Some Observations about Context Context is usually well described in PACT teaching events. Context is usually well described in PACT teaching events. One Program Support is our Observation Book One Program Support is our Observation Book

3. Some Observations about Planning Students often get the message: Plans need to show a balanced approach to the teaching of mathematics. Plans need to show a balanced approach to the teaching of mathematics. This teaching event needs to have a central focus. Topic hopping is taboo. This teaching event needs to have a central focus. Topic hopping is taboo. Assessment of student learning is something that needs to be built into the plans. Assessment of student learning is something that needs to be built into the plans.

4. Some Observations about Planning for Assessment Students will often explicitly state in their plans that “Assessment must be embedded in instruction.” Students will often explicitly state in their plans that “Assessment must be embedded in instruction.” They will have plans to monitor student work, student conversation and student actions during each phase of the lesson. They will have plans to monitor student work, student conversation and student actions during each phase of the lesson. Students will create their own assessment devices. Students will create their own assessment devices.

5. Some Observations about Assessment during the Instructional Phase - Video “Where’s the Embedded Assessment?” “Where’s the Embedded Assessment?” Sage on Stage Syndrome Sage on Stage Syndrome Management Issues Management Issues Technical Glitches Technical Glitches

6. Some Observations about the Daily Reflections Rerun: “Where’s the Embedded Assessment?” Rerun: “Where’s the Embedded Assessment?” Reflections often address Reflections often address Management Management Organization Organization Reflections sometimes don’t address Reflections sometimes don’t address What did the student learn? What did the student learn? What are the next steps based on student learning? What are the next steps based on student learning? Some reflections focus on Some reflections focus on How well things went How well things went Mistakes Mistakes

7. Some Observations about the Assessments Student Made Assessments Student Made Assessments Program Driven Assessments Program Driven Assessments Focus is often on skills/pencil/paper evidence Focus is often on skills/pencil/paper evidence Missed opportunities to dovetail with plans Missed opportunities to dovetail with plans Rerun: “Where’s the Embedded Assessment?” crops up again Rerun: “Where’s the Embedded Assessment?” crops up again

9. Contextual and Factual Considerations: Based on my experiences with two different teacher education programs Based on my experiences with two different teacher education programs These are anecdotal observations. They are not data driven. As Andrea said to me yesterday, “We have stories to tell.” These are anecdotal observations. They are not data driven. As Andrea said to me yesterday, “We have stories to tell.” If I appear to have solved all possible assessment issues, don’t believe me. If I appear to have solved all possible assessment issues, don’t believe me.

10. Mini-PACT Scheduled in first semester/quarter - PACT occurs during second semester/quarter Scheduled in first semester/quarter - PACT occurs during second semester/quarter Condensed, one day version facilitates a deeper look at assessment Condensed, one day version facilitates a deeper look at assessment Treated as a formative part of the process Treated as a formative part of the process I actually had a few words of thanks. Students said it really helped with the PACT I actually had a few words of thanks. Students said it really helped with the PACT A good deal of my comments were directed towards assessment A good deal of my comments were directed towards assessment

11. Pre Post Assessment The following items describe hypothetical teaching situations. Examine each situation. If teacher action is needed, describe what a teacher should do. If no action is needed, write “no action,” and explain why action is not needed. Also, some of the hypothetical situations ask for teacher explanations. Please provide an explanation when asked. Write all answers (excluding the survey) on separate paper.

12. Unpacking the Standards An adaption from the AB 466/SB 472 training materials An adaption from the AB 466/SB 472 training materials Identify and represent on a number line decimals, fractions, mixed numbers, and positive and negative integers. Example from Grade five, NS 1.5

13. Unpacking the Standards, cont’d Standards can be densely packed statements Standards can be densely packed statements Program’s sometimes purport to cover a standard when, in reality, they might be covering one component. Program’s sometimes purport to cover a standard when, in reality, they might be covering one component. Using strikethrough should be an option Using strikethrough should be an option

14. Interview A modification of the “Interview Write-Up prepared by IMAP, Integrating Mathematics and Pedagogy to Illustrate Children's Reasoning, San Diego State University Foundation, Randy Phillipp and Candace P. Cabral. A modification of the “Interview Write-Up prepared by IMAP, Integrating Mathematics and Pedagogy to Illustrate Children's Reasoning, San Diego State University Foundation, Randy Phillipp and Candace P. Cabral. Approaches an authentic assessment. Focuses on what the child is doing and thinking, not a short answer. Occasionally an aha occurs. Approaches an authentic assessment. Focuses on what the child is doing and thinking, not a short answer. Occasionally an aha occurs.

15. Using the Rubric Without bringing the rubric to the front, some students tend to take the path of least resistance when responding to a PACT prompt. Without bringing the rubric to the front, some students tend to take the path of least resistance when responding to a PACT prompt. The three most important words in completing a PACT are: Rubric, rubric, rubric. The three most important words in completing a PACT are: Rubric, rubric, rubric. If students shoot for a 4, they have a better chance of scoring a 2. If students shoot for a 4, they have a better chance of scoring a 2.

16. Practice Video An assignment for educational technology An assignment for educational technology An automatic A if turned in An automatic A if turned in My “critique” is limited to the technical aspects My “critique” is limited to the technical aspects The technical critique stresses the importance of capturing what the children say and do. The technical critique stresses the importance of capturing what the children say and do.

17. PACT Lesson Plan This is a “newbee” This is a “newbee” An abridgement of the mini-pact An abridgement of the mini-pact Not sure how much can be used to bolster assessment Not sure how much can be used to bolster assessment

18. PACT Kick-Off Occurs in the first semester/quarter Occurs in the first semester/quarter A program wide event held for the entire multiple subject cohort during time normally devoted to seminar A program wide event held for the entire multiple subject cohort during time normally devoted to seminar Handbooks distributed Handbooks distributed Sample PACT’s examined Sample PACT’s examined Needs the Supervision and Seminar to add value to this event Needs the Supervision and Seminar to add value to this event