1. Investigating Assessment, Evaluation, and Reporting Hamilton Wentworth DSB Part 2 of Day 1 Thurs, Feb 24, 2011 MaryLou Kestell mkestell@sympatico.ca

2. Learning Goals Creating and using assessment for and as learning to improve student engagement and achievement in mathematics Identifying success criteria for a unit of study Gathering assessment of and as learning data and for?? Evaluating based on a collection of data and a unit rubric

3. Day 1 : Instruction and Assessment Overview Growing Success What do math coaches need to know? What do teachers need to know? Planning a Unit of Study with Success in Mind Overall / Specific Expectations Articulate Success Criteria Define collaborative learning tasks Identify a collection of assessment data to be used for evaluation Create assessment recording forms, rubrics, and assessment of learning scoring guides to evaluate the unit Enhance chapter by creating strategies to be used throughout instruction Assessment for learning Assessment as learning

4. Adjusting our Work Schedule Thurs Feb 24 Room 2 – coaches come here and work on completing the Unit of Study on lesson study templates Materials ready for teachers now Mar 1 – Apr 7 Fri April 8 – student work samples back

5. In Between Day 1 and Day 2: Instruction and Assessment Implementing the unit plan: Between Feb 16 and Mar 10 Mar 1 and Apr 7 teams of facilitators will: work with at least 1 classroom teacher to implement the plans gather samples of student collaborative work (1 set from at least 2 collaborative tasks ) gather samples of student independent work (# to be determined) gather samples of assessment of learning records and bring in work to be examined by all.

6. In Between Day 1 and Day 2: Instruction and Assessment Implementing the unit plan: Between Mar 1 and Apr 7 classroom teachers will: teach a unit on fractions (developed by us) while focusing on assessing for, as and of learning in order to improve student achievement gather all work from 5 students (sorted into piles of assessment for learning, assessment as learning and assessment of learning) and bring in the student work to be analysed and evaluated by all of us.

7. Assessment for and as learning For Exit card Blue / red dots on index card (thumbs up / thumbs down or red-yellow- green) Turn and talk Think-pair-share Student identification of learning goal Observation (CIL form) Frayer model

8. Lesson Sequence Complete lesson sequence form Go through and record (on the lesson sequence sheet) an –Assessment for –Assessment as –Assessment of (from 5 students for whole unit) Semi summative Summative

9. Assessment for and as learning For

10. Success Criteria for Fractions Grade 3

11. … using the generic process rubrics

12. 12 90 students in a school have visited at least two other provinces. If this represents 24% of the students in the school, how many students are in the school? Student Travellers

13. 13 Possible strategies- Estimation 24 % ≈ 25 % or ¼ 90 Whole school Which is approximately 360. Hence the whole school is 360?

14. 14 Diagram 24% 90 students 96 % 360 students 4% 15 students 100% 375 students 4x24 4x90 24/6 90/6 90 15

15. Diagram Let 25 square represent 100% 24% = 24/100 = 6/25 (1 colour group) 4 colour groups fit in a 5x5 square each colour group represents 90 students coloured sq’s: 4x90 = 360 students but 1 square is uncoloured each square is 1/6 of 90 = 15 students So, total is 360(coloured) + 15(uncloured) = 375 students

16. 16 Number Line 24 % 4 % 90 15 96 % 360 375

17. 17 Friendly Numbers 24% = 90 students 12% = 45 students 4% = 15 students 100% = 375 students ÷2 ÷3 X 25

18. 18 Double Number Line 4% 1590 24% 100% 375 ÷6 x25

19. 19 Ratio Tables 90 24 % ÷ 2 ÷ 3 x 25 45 12%100% 375 4% 15

20. 20 Elastic Meter Manipulative 100 24 x 90 = Elastic Meter Manipulatives

21. 21 What obstacles might students experience in solving this? Would those obstacles still exist if the percent were 25 instead of 24? Anticipating problems