PARTNERS for Mathematics Learning Formative Assessment to Support Student Learning

1. PARTNERSfor Mathematics LearningFormative Assessment to Support Student Learning Module 4 Grades K-2 Making Students Active Partners

2. Overview of Modules • Module 1: Learning Targets • Module 2: Questioning and Task Selection • Module 3: Inferences and Feedback • Module 4: Making Students Active Partners • Module 5: Decisions about Next Steps • Module 6: Collaboration Around Assessment

3. Teaching-Learning Cycle Clear Learning Targets Instructional Tasks & Questioning Decisions: Next Steps Collaboration Around Assessment Student Self-Assessment & Responsibility Inferences & Feedback

4. Making Students Active Partners “ Involving students in their learning is a key characteristic of formative assessment.” (Black and William, 1998) “ When children continually participate in the assessment process, they learn to recognize their own expertise. As active assessors, they necessarily exercise a more autonomous and decision-making role in their learning. Consequently, instead of being used to gain power over a child, assessment empowers the child.” (Anderson, 1993)

5. Establishing the Learning Environment Teacher Responsibility Learning within the Environment Student Responsibility Self Assessment Peer Assessment Making Students Active Partners • Goals for this Module

6. Establishing the Environment • The classroom should be a place where students feel comfortable, secure, and accepted • Students know that it is okay to take risks and make mistakes • Students are encouraged to share their strategies and ideas

7. Assessment For Learning (modified from William and Thompson, 2007)

8. Making Students Active Partners • Formative assessment strategies emphasize student self-assessment and responsibility • Clear learning targets and criteria for success allow students to keep track of their progress • “Actionable” feedback tells students what they are doing right and suggests ways to improve

9. Establishing the Environment • Impede versus empower student responsibility • Read the scenario cards with your group • Decide which scenarios impede students and which scenarios empower students • List on chart paper actions that empower and actions that impede student responsibility • Be ready to share your thoughts with the whole group • Add your own group’s additional examples

10. Establishing the Environment • Were there some scenarios that the group could not agree on? • What other characteristics that empower student responsibility did your group list? • What other characteristics that impede student responsibility did your group list?

11. Establishing the Environment “When the classroom culture focuses on rewards, “gold stars,” grades, or class ranking, then pupils look for ways to obtain the best marks rather than to improve their learning.” (Black and William, 1998)

12. The Gold Star Environment • Students choose easier tasks rather than difficult tasks so that they can earn a reward • Students spend time looking for the right answers versus taking the time to understand • Students don’t ask questions out of fear of failure • Students who have difficulty, tend to believe they lack ability and blame it on themselves and in return put little effort in learning (Black and William, 1998) Does this mean that all praise should be avoided?

13. Establishing the Environment • Classroom environment affects how students feel about themselves and how well they learn mathematics • In the video look for • What the teacher is doing • What the children are doing • The environment as a whole

14. Establishing the Environment Students must believe that… • Success in math is within their reach • They know what success looks like • Assessment supports their learning • Feedback can be helpful • They will have chances for improving • Seeing their progress toward achieving learning targets helps them move forward (Dynamic Classroom Assessment by Bright and Joyner)

15. Thinking About Thinking Teachers support student learning when they communicate to their class that they value their students’ thinking (metacognition), ideas, and responses Caution: Actions speak louder than words! Why is it important that students pay attention to how they think?

16. Reflecting on the Environment • Reflect in your journal • Which characteristics of the environment that empower student responsibility do you feel are strengths in your classroom? • What ideas do you now have that you want to try in your classroom?

17. Establishing the Learning Environment Teacher Responsibility Learning within the Environment Student Responsibility Self Assessment Peer Assessment Making Students Active Partners

18. Student Self-Assessment Let’s think about… • What does it mean for students to be “owners of their own learning? ” • What must students understand in order to self-assess? • So how do teachers begin helping students self-assess?

19. Student Self-Assessment What does it mean for students to be “owners of their own learning? ” They can tell you what they are learning (learning targets) They can tell you what they understand and what they don’t understand They can tell you what they want to learn What other attributes would you add?

20. Student Self-Assessment For students to identify discrepancies between current and desired performance, • Teachers need to • Show children what “good work” looks like • Have students examine a work sample and suggest ways to improve the samples • Provide “student-friendly” rubrics • Compare where own work is related to work samples or to a general rubric

21. Classroom Process Student Self-Assessment As a group we are going to use student work to discuss… • What is good about this answer?(sample 1) • How do these samples compare?(samples 2 & 3) • How do we make these samples better? (samples 2 & 3) Gail rolled a number cube 3 times. She rolled a 3,9,4. She thinks her total is 15. Is she right? Why or why not? 21

22. Classroom Process Student Sample 1 - Anchor Paper

23. Classroom Process Student Sample 2

24. Classroom Process Student Sample 3

25. Student Self-Assessment In your grade group… Analyze the student samples and choose one to be an anchor paper Which other two or three papers would you use with the class? Discuss how to model this process for students at your grade

26. Student Self-Assessment • Student self-assessment questions: • Am I improving over time? • Do I know what it means to succeed? • What should I do next? • What help do I need? Classroom Assessment for Student Learning by Stiggins et al

27. Student Self-Assessment • Mistakes are not the end of learning; rather, they should be the beginning • Daily work and assessments (tests) help the teacher and students know what they still need to work on • Checklists can guide students looking at their work Insert picture of checklists -

28. Student Self-Assessment “When teachers structure opportunities for students to analyze their mistakes, students are much more involved in thinking about and planning for their learning.” The Teacher as Assessment Leader << complete reference>>

29. Student Self-Assessment Time to reflect… • How can you use mistakes and errors as learning opportunities for your students?

30. Student Self-Assessment For students to identify discrepancies between current and desired performance, Teachers need to Show children what “good work” looks like Have students examine a work sample and suggest ways to improve the samples Provide “student-friendly” rubrics Compare where own work is related to work samples or to a general rubric

31. Rubrics DefineLevels of Performance • Differentiate in performance • Distinguish high-quality work • Clearly describe expectations • Identify below-quality work • Communicate expectations to students and parents • Generic rubrics can be the basis for scoring specific tasks • Describe the performance NOT the child

32. Examining Sample Rubrics Insert pictures of good samples from handout

33. General to Specific Rubrics • Advantages of specific rubrics • Easier to use for specific tasks • Can be applied more consistently • Less likely to be open to different interpretations • In grade level groups, modify the general rubric for your grade level’s task • How can this be done easily and efficiently?

34. General to Specific Rubrics For specific rubrics to be a useful tool… • They need to be applied to rich tasks that ask for explanation of how task was solved • They often need to be refined (clarified) using student work samples • They should give students ideas that will help them give good explanations to similar problems

35. “Good” Responses • How can we help students identify what constitutes a good response? • Have explicit discussions about what quality work looks like • Provide students with opportunities to evaluate responses • Provide students with opportunities to create checklists or rubrics for good responses • Provide students with opportunities to suggest improvements to weak responses

36. Making the Process Ongoing • Provide students with an opportunity to revise their work • Have students solve a similar problem • Students have to be able to apply what they learned about their responses to improve their performance…this makes an activity formative

37. Establishing the Learning Environment Teacher Responsibility Learning within the Environment Student Responsibility Self Assessment Peer Assessment Making Students Active Partners

38. Peer Assessment In supporting student self-assessment, • Teacher models how to ask questions to better understand what a student is thinking • Teacher and students role play how to work with a partner • Teacher provides time for students to work with each other and offer partners or the group feedback

39. Peer Assessment Provide multiple, short-time opportunities for peer assessment Establish “shoulder” and “face” partners Have partners compare work with a rubric Teach students strategies “Two Stars and a Wish” strategy “Showdown” strategy

40. Peer Assessment-Two Starsanda Wish • Students work in pairs • Students provide 2 positive, math specific comments • Students suggest an improvement as a “wish” • How might this strategy help students peer assess? • What is the benefit of requiring two positive comments and one opportunity for improvement?

41. Peer Assessment - Showdown Get into groups of four Captain draws a card and reads the question Group members answer individually on dry erase boards (clip boards with paper) When all are finished, Captain calls “Showdown” and individuals reveal answers If all answers are not correct, work together so everyone understands correct answer

42. Peer Assessment • What other strategies have you used? • INSERT A PICTURE???????

43. Setting Goals, Identifying Progress • Encouraging students to take greater responsibility for their own learning also includes • Having them identify personal learning goals • Helping them identify work that shows how they are reaching their goals • Guiding them as they chart their progress in reaching the goals

44. Making Students Active Partners Complete the Strategies for Encouraging Student Responsibility handout and then respond to these prompts in your journal: • What are the potential benefits to students when they take greater responsibility for their own learning? • What are the benefits to teachers when students take greater responsibility for their own learning?

45. DPI Mathematics Staff Partners for Mathematics Learning is a Mathematics-Science Partnership Project funded by the NC Department of Public Instruction. Permission is granted for the use of these materials in professional development in North Carolina Partner school districts.

46. PML Dissemination Consultants

47. 2010 Writers Partners Staff Freda Ballard,Webmaster Anita Bowman,Outside Evaluator Ana Floyd,Reviewer Meghan Griffith,Administrative Assistant Tim Hendrix,Co-PI and Higher Ed Ben Klein, Higher Education Katie Mawhinney,Co-PIand Higher Ed Catherine Schwartz,Higher Education Ana Floyd Katie Mawhinney Kayonna Pitchford Wendy Rich Nancy Teague Stacy Wozny Please give appropriate credit to the Partners for Mathematics Learning project when using the materials. Permission is granted for their use in professional development in North Carolina Partner school districts. Jeane M. Joyner,Co-PI andProject Director

48. PARTNERSfor Mathematics LearningFormative Assessment to Support Student Learning Module 1 Grades K-2