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Partners for Mathematics Learning

This module focuses on making students active partners in their own learning through formative assessment strategies, including student self-assessment and responsibility. It provides insights into establishing a classroom environment that supports student responsibility and offers practical classroom practices for developing students' ability to assess themselves and their peers.

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Partners for Mathematics Learning

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  1. 1 PARTNERS forMathematicsLearning FormativeAssessmenttoSupportStudentLearning Module4 Grades6-8 StudentSelf-Assessment andResponsibility Partners forMathematicsLearning

  2. 2 PuttingIttoPractice Postyourstudent’sworkonthewall Usingthestickynotesatyourtables, writeactionablefeedbackfor3ofyour colleagues’studentsample Partners forMathematicsLearning

  3. 3 MakingStudentsActivePartners “Involvingstudentsintheirlearningisakey characteristicofformativeassessment.” (BlackandWiliam,1998) “Whenchildrencontinuallyparticipateinthe assessmentprocess,theylearntorecognize theirownexpertise.Asactiveassessors,they necessarilyexerciseamoreautonomousand decision-makingroleintheirlearning. Consequently,insteadofbeingusedtogain poweroverachild,assessmentempowersthe child.” (Anderson,1993) Partners forMathematicsLearning

  4. 4 OverviewofModules Module1:LearningTargets Module2:QuestioningandTaskSelection Module3:InferencesandFeedback Module4:MakingStudentsActivePartners Module5:DecisionsAboutNextSteps Module6:CollaborationAroundAssessment Partners forMathematicsLearning

  5. 5 Teaching-LearningCycle Clear Learning Targets Decisions About NextSteps StudentSelf- Assessment& Responsibility Questioning& Instructional Tasks Making Inferences &Giving Feedback Partners forMathematicsLearning Collaboration Around Assessment

  6. 6 LearningTargetsForModule4 Tosharewaysofestablishingaclassroom environmentthatsupportsstudentsbeing responsiblefortheirlearning Toshareclassroompracticesthatdevelop students’abilitytoassess themselvesandtheirpeers Partners forMathematicsLearning

  7. 7 MakingStudentsActivePartners Formativeassessmentstrategies emphasizestudentself-assessmentand responsibility Clearlearningtargetsandcriteriafor successallowstudentstokeeptrackof theirprogress “Actionable”feedbacktellsstudentswhat theyaredoingrightandsuggestswaysto improve Partners forMathematicsLearning

  8. 8 MakingStudentsActivePartners ContentforthisModule EstablishingtheLearning Environment TeacherResponsibility Learningwithinthe Environment StudentResponsibility SelfAssessment PeerAssessment Partners forMathematicsLearning

  9. 9 AssessmentForLearning (modifiedfromWilliamandThompson,2007) Partners forMathematicsLearning

  10. 10 SharingCorrectResponses Fromthesampleschoosetheoneyou wouldusetodiscusswithstudents Thisisyour“proficient”modelforstudents Notethecriteriayouwilldiscusswithstudents (correctnessofprocedureandresponse, clarityofexplanation,useofdetails,etc.) Classifytheothersamplesasaboveor belowproficientandbepreparedtoidentify thebasisofyourclassification Partners forMathematicsLearning

  11. 11 EncouragingStudentResponsibility “Thedialoguebetweenteacherand studentshouldbethoughtful,reflective, focusedtoevokeandexplore understanding,andconductedsothatall pupilshaveanopportunity tothinkandexpress theirideas.” (BlackandWiliam,1998) Partners forMathematicsLearning

  12. 12 EncouragingStudentResponsibility Theclassroomshouldbeaplacewhere studentsfeelcomfortable,secure,and accepted Studentsareabletotakeriskswhen sharingstrategiesandideas Teachersbuildself-confidenceinstudents throughencouragementand understanding Partners forMathematicsLearning

  13. 13 EstablishingTheEnvironment Impedevs.EmpowerStudentResponsibility Readthescenariocardswithyourgroup Decidewhichscenariosimpedestudentsand whichscenariosempowerstudents Listonchartpaperactionsthatempowerand actionsthatimpedestudentresponsibility Bereadytoshareyourthoughtswiththe wholegroup Addyourowngroup’sadditionalexamples Partners forMathematicsLearning

  14. 14 EstablishingTheEnvironment Weretheresomescenariosthatthegroup couldnotagreeon?Ifso,whichones? Whatothercharacteristicsthatempower studentresponsibilitydidyourgrouplist thatwerenotincludedinthescenarios? Whatothercharacteristicsthatimpede studentresponsibilitydidyourgrouplist thatwerenotincludedinthescenarios? Partners forMathematicsLearning

  15. 15 EstablishingTheEnvironment Studentsmustbelievethat…       Successinmathiswithintheirreach Theyknowwhatsuccesslookslike Assessmentsupportstheirlearning Feedbackisuseful Theywillhavechancesforimproving Monitoringtheirprogresstowardachieving learningtargetshelpsthemmoveforward Howdoyoucultivatethesebeliefsinyourclasses? (DynamicClassroomAssessmentbyBrightandJoyner) Partners forMathematicsLearning

  16. 16 EstablishingTheEnvironment Groupworkinasupportiveclassroom environment Studentsworkasagroupinsteadofinagroup Studentsareresponsibleforcontributingtothe group Anystudentinthegroupshouldbeabletoexplainor presentsolutionstrategies Studentsareinstructionalresourcesforoneanother Teacherbecomesfacilitator Noteinyourjournalsuggestionsinthe videothatyoufeelareimportant Partners forMathematicsLearning

  17. 17 EstablishingTheEnvironment “Whentheclassroomculturefocuseson rewards,“goldstars,”grades,orclass ranking,thenpupilslookforwaystoobtain thebestmarksratherthantoimprovetheir learning.” (BlackandWiliam,1998) Partners forMathematicsLearning

  18. 18 TheGoldStarEnvironment Relatedtorewards,researchsays Studentschooseeasiertasksratherthandifficult taskssothattheycanearnthebestgrade Studentsspendtimelookingfortheright answers(possiblycheating)versustakingthe timetounderstand Studentsdon’taskquestionsoutoffearoffailure Studentswhohavedifficulty,tendtobelievethey lackabilityandblameitonthemselvesandin returnputlittleeffortinlearning (BlackandWiliam,1998) Partners forMathematicsLearning

  19. 19 SupportiveEnvironments Teacherssupportstudentlearning whentheycommunicatetotheirclassthat theyrespectandvaluetheirstudents’ thinking(metacognition),ideas,and responses Caution:Actionsspeaklouderthanwords! Partners forMathematicsLearning

  20. 20 EstablishingTheEnvironment Takeaminutetoreflectinyourjournal Whichcharacteristicsthatempowerstudent responsibilitydoyoufeelarestrengthsin yourclassroom? Whatideaswillyourethink aswaystoincreasestudent responsibilityinyourclassroom? Partners forMathematicsLearning

  21. 21 MakingStudentsActivePartners EstablishingtheLearning Environment TeacherResponsibility Learningwithinthe Environment StudentResponsibility SelfAssessment PeerAssessment Partners forMathematicsLearning

  22. 22 StudentSelf-Assessment Whatdoesitmeanforstudentstobe “ownersoftheirownlearning?” Whatmuststudentsunderstandinorderto self-assess? Sohowdoteachersbeginhelpingstudents self-assess? 22 Partners forMathematicsLearning

  23. 23 23 StudentSelf-Assessment Occurswhenstudents… Monitorandevaluatethequalityoftheir thinkingandbehaviorwhenlearning Identifystrategiesthatimprovetheir understandingandskills Judgetheirownworktoimprove performanceastheyidentifydiscrepancies betweencurrentanddesiredperformance McMillanandHearn2008 Partners forMathematicsLearning

  24. 24 StudentSelf-Assessment Teachstudentstoself-assess Askstudentstoidentifytheirownstrengthsand weaknessesbeforeyougivefeedback Reflections Pause&Think IndexCards MarginSymbols ColorAlerts Usequickwritesand/orjournalsforstudentsto recordlearningpointsandquestions ClassroomAssessmentforStudentLearningbyR.Stiggins,J.Arter,J.Chappuis, andS.Chappuis Partners forMathematicsLearning

  25. 25 StudentSelf-Assessment Teachstudentstoself-assess See“StudentSelf-AssessmentThroughout LearningandAssessment” Duringassessmentsprovidetimeforstudents toreflectupontheirunderstanding Partners forMathematicsLearning

  26. 26 StudentSelf-Assessment Teachstudentstoself-assess Allowtimeforstudentstoofferclassmates “descriptivefeedback” Askstudentstouseyourfeedback,their classmate’sfeedback,ortheirownself- assessmenttoidentify whattheyneedtowork onnextandsetgoals forfuturelearning Partners forMathematicsLearning

  27. 27 StudentSelf-Assessment StudentSelf-AssessmentQuestions: AmIimprovingovertime? DoIknowwhatitmeanstosucceed? WhatshouldIdonext? WhathelpdoIneed? Partners forMathematicsLearning

  28. 28 SelfAssessment:ErrorAnalysis Analyzingmistakesonassessments Guidelines –Studentsaregoingtobegivenfeedbackanditis theirresponsibilitytousethefeedback GuidingStatements/Questions –Summarizethereasonsyouhadpointstakenoff yourquiz/test –Whatmathdoyoustillneedtolearn?What questionsdoyouneedanswered? –Identifytwoquestionsyougotwrongorstruggled withthemost;describeyourmistakeandwhatyou learnedfromthequestion Partners forMathematicsLearning

  29. 29 Self-Assessment:ErrorAnalysis Trywithoneclassfirst Donotassignagrade-gradesdonot encouragethosewhoarefailing,opportunity forimprovementdoes Ifyourassessmentcontainsmorethanone section(i.e.multiplechoice,shortanswer), allowstudentstocompleteerroranalysison oneofthesections Partners forMathematicsLearning

  30. 30 Self-Assessment:ErrorAnalysis Makeyourquizzes/testsshorter,sothat erroranalysiswillnottakeaslong Makealistofcommonmisconceptions, reteach,completeanerroranalysisof thosemisconceptions Allowstudentstheopportunitytomake notestoyouinthemargins,soyoucan givespecificfeedback Partners forMathematicsLearning

  31. 31 SelfAssessment:ErrorAnalysis “Whenteachersstructureopportunitiesforstudentsto analyzetheirmistakes,studentsaremuchmoreinvolved inthinkingaboutandplanningfortheirlearning.” TheTeacherasAssessmentLeader Insummary,studentsshouldhaveopportunitiesto: Self-assessbeforeatestorquiz Self-assessduringatestorquiz Self-assessafteratestorquiz *Providedactionablefeedbackisgiven Partners forMathematicsLearning

  32. 32 SelfAssessment:ErrorAnalysis “Studentslearnnothingfromasuccessful performance.Instead,theylearnwhen theirperformanceislessthansuccessful, forwhentheycangaindirection.” (Wiggins,1998) TimetoReflect:Howdoyouuse mistakesanderrorsaslearning opportunitiesforyourstudents? Partners forMathematicsLearning

  33. 33 StudentSelf-Assessment;Responsibility Teacherscanguidestudentstoself- assessduringclasslessons,butitis essentialthatstudentslearntoself-assess ontheirown Whatismetacognition? Whyisitimportantthatstudentspay attentiontotheirthinking? Partners forMathematicsLearning

  34. 34 “ThinkingAboutThinking” Toencouragingstudentstothink abouttheirthinking Teachersvaluestudentthinking Teachersshouldnotjustbeconcernedwith answers,buthowstudentsgettotheanswers Teachersvaluetheprocessof“doing”math Teachersvaluerepresentationsand communication Partners forMathematicsLearning

  35. 35 “ThinkingaboutThinking” Whatstrategiescanteachersusewith middleschoolstudentstoensurethat metacognitionbecomes“natural”forthem? Discusswithyourgroup Writeideasonyourchart Addnotestoyourjournals Bereadytoshareyourthoughtswiththegroup Partners forMathematicsLearning

  36. 36 StudentSelf-Assessment;Responsibility Whatdoesmetacognitionlooklikeinthe mathclassroom? •Discusswithyourgroup •Bereadytoshareyourthoughtswiththe wholegroup Considerthestudentsamples •Howaretheseresponselikewhatyou wouldexpectfromyourstudents? •Whatsurprisedyouabouttheseresponses? Partners forMathematicsLearning

  37. 37 MakingStudentsActivePartners EstablishingtheLearning Environment TeacherResponsibility Learningwithinthe Environment StudentResponsibility SelfAssessment PeerAssessment Partners forMathematicsLearning

  38. 38 PeerAssessment Strategiesthatdeveloppeerassessment Modelhowtoaskquestionstobetter understandwhatotherstudentsarethinking duringwholeorsmallgroupinstruction Roleplayhowtoworkwithapartner Askstudentstoparaphrasewhatanother studenthassaid Providetimeforstudentstoworkwitheach otherandofferclassmatesfeedback Periodicallyaskstudentstosharewhatthey havelearnedfromtheirpartners Partners forMathematicsLearning

  39. 39 PeerAssessment Whatadditionalwaysdoyouprovide opportunitiesforstudentstoprovide feedbacktoeachother? Inteachingself-assessment,oneofthe recommendationsistoallowtimefor studentstoofferclassmates“descriptive feedback” Partners forMathematicsLearning

  40. 40 PeerAssessment Additionalstrategiesforpeerassesment TwoStarsandaWish Showdown Partners forMathematicsLearning

  41. 41 PeerAssessment:TwoStarsandaWish Studentsworkinpairs Eachprovides2positive,mathspecific commentsfortheother Eachsuggestsanimprovementasa“wish” Howmightthisstrategyhelpstudentswitha structureforpeerassessment? Whatisthebenefitofrequiringtwopositive commentsandoneopportunityfor improvement? Partners forMathematicsLearning

  42. 42 PeerAssessment:Showdown Getintogroupsoffour Captaindrawsacardandreadsthe question;groupdiscussesquestion Groupmembersanswerindividuallyondry eraseboardsorclipboardswithpaper Whenallarefinished,Captaincalls “Showdown”andindividualsrevealanswers Ifallanswersarenotcorrect,worktogether soeveryoneunderstandscorrectanswer Partners forMathematicsLearning

  43. 43 PeerAssessment What’sthevalueofpeerassessmentto thestudent?Totheteacher? Howdopeerassessmentandstudent self-assessmentsupportincreasedstudent achievement? Partners forMathematicsLearning

  44. 44 MakingStudentsActivePartners CompletetheStrategiesforEncouraging StudentResponsibilityHandout AfteryoucompletetheHandout,discuss withapartner Whatdothesestrategieslooklikeatyour gradelevel? Whichstrategiesdoyouthinkwouldbe mosthelpfulandwhy? Partners forMathematicsLearning

  45. 45 Homework:PuttingItToPractice Makeaplaninyourjournal: Chooseoneofthetechniquesdiscussed todaythatyouwillimplementinyourclass beforethenextmeeting Addafewnotesabouthowandwhenyou willimplementthistechnique Beforethenextsession,makenoteson whathappened Partners forMathematicsLearning

  46. 46 DPIMathematicsStaff ChiefConsultant ReneeCunninghamKittyRutherford RobinBarbourMaryH.Russell CarmellaFairJohannahMaynor AmyScrinzi PartnersforMathematicsLearningisaMathematics-Science PartnershipProjectfundedbytheNCDepartmentofPublic Instruction.Permissionisgrantedfortheuseofthesematerialsin professionaldevelopmentinNorthCarolinaPartnerschooldistricts. Partners forMathematicsLearning

  47. 47 PMLDisseminationConsultants JuliaCazin RuafikaCobb AnnaCorbett GailCotton JeanetteCox LisaDavis RyanDougherty TriciaEssick TeryGunter BarbaraHardy KathyHarris RendyKing ReneLemons-Matney TinaMcSwain MarilynMichue KayonnaPitchford RonPowell SusanRiddle AlisanRoyster JudithRucker PennyShockley PatSickles NancyTeague JanWessell DanWicks CarolWilliams StacyWozny Partners forMathematicsLearning

  48. 48 PartnersStaff JeaneM.Joyner,Co-PI&ProjectDirector FredaBallard,Webmaster AnitaBowman,OutsideEvaluator MeghanGriffith,AdministrativeAssistant TimHendrix,Co-PIandHigherEd BenKlein,HigherEducation KatieMawhinney,Co-PIandHigherEd CatherineSchwartz,HigherEducation 2010Writers AnaFloyd KatieMawhinney KayonnaPitchford WendyRich NancyTeague StacyWozny PleasegiveappropriatecredittothePartnersforMathematicsLearningprojectwhen usingthematerials.Permissionisgrantedfortheiruseinprofessionaldevelopmentin NorthCarolinaPartnerschooldistricts. Partners forMathematicsLearning

  49. 49 PARTNERS forMathematicsLearning FormativeAssessmenttoSupportStudentLearning Module4 Grades6-8 StudentSelf-Assessment andResponsibility Partners forMathematicsLearning

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