Proficiency-Based Assessment: Implications for our Practice

1. Proficiency-Based Assessment: Implications for our Practice Nicole Rigelman Portland State University Teachers of Teachers Mathematics Conference September 7, 2013

2. Our Grading Practices • Policy Influencing Oregon Schools • Implementation Examples • Affordances • Challenges • Implications for Our Practice as We Prepare Future Mathematics Educators Session Overview

3. On what basis do you determine grades in your courses? • For what purpose? http://goo.gl/QJCI5x Critical Questions

4. Determine the student’s progress toward achieving the academic content standards (align instruction to standards). Individual Student Assessment, Recordkeeping, Grading, and Reporting - HB 2220

5. Show, at least annually, the student and parents whether the student’s progress to standards meets or exceeds grade-level standards expectations. Individual Student Assessment, Recordkeeping, Grading, and Reporting - HB 2220

6. Assure that a student’s academic grades reflect his/her academic proficiency. Individual Student Assessment, Recordkeeping, Grading, and Reporting - HB 2220

7. Major exams • Performance assessments • Reports or projects • Student portfolios • Exit tickets or tasks • Students’ notebooks or journals • Classroom observations • Oral presentations • Homework completion • Homework quality • Class participation • Work habits and neatness • Class attendance • Punctuality of assignments • Class behavior or attitude • Progress made • Class participation • Work habits and neatness • Effort put forth Grading Elements

8. Align instruction to standards • Assure grades reflect academic proficiency Response from Districts

9. What the assessment research tells us… Grading IS NOT essential in the teaching and learning process. Feedback IS!!!

10. Clarifying, understanding, and sharing learning intentions. • Engineering effective classroom discussions, tasks and activities that elicit evidence of learning. • Providing feedback that moves learners forward. • Activating students as learning resources for one another. • Activating students as owners of their own learning. - Black and Wiliam, 1998, 2009 Assessment for Learning

11. Clarifying, understanding, and sharing learning intentions. • Engineering effective classroom discussions, tasks and activities that elicit evidence of learning. • Providing feedback that moves learners forward. • Activating students as learning resources for one another. • Activating students as owners of their own learning. - Black and Wiliam, 1998, 2009 Assessment for Learning

12. Clarifying, understanding, and sharing learning intentions.

15. Engineering effective classroom discussions, tasks and activities that elicit evidence of learning.

17. Examining Student Thinking: Geometric patterning tasks • Two 3rd grade tasks and associated student work samples • Questions to consider: • What mathematical ideas do these tasks draw out? • What do you notice? What do you wonder? • What surprises you? • What are the implications for your practice?

18. A Typical Algebra Task How many squares will be in the 25th arrangement?

20. A Revised Version of The Algebra Task Investigate and report all you can about this pattern.

24. Investigate and report all you can about the following growing pattern. You may want to consider including things like: • observations about the pattern • a rough sketch or picture of some larger figures in this pattern • some different ways of 'finding' the total number of tile in any figure in pattern (like methods of counting, a table, a graph, a formula or rule) • Which figure has 120 tiles? How did you decide? What is another way to determine this? • How would you convince somebody else that you are right?

27. Investigate and report all you can about the following growing pattern. You may want to consider including things like: observations about the pattern a rough sketch or picture of some larger figures in this pattern some different ways of 'finding' the total number of tile in any figure in pattern (like methods of counting, a table, a graph, a formula or rule) Which figure has 120 tiles? How did you decide? What is another way to determine this? How would you convince somebody else that you are right?

28. Providing feedback that moves learners forward.

29. Where am I going (the goals)? = feedup • How am I going? = feedback • Where to next? Feedforward • Hattie and Timperley, 2007 3 Major Questions

30. Activating students as owners of their own learning.

31. Think Thank Thunk Click above to access his page, video of his TEDx Presentation on the right sidebar. BlueHarvest Feedback is his grading program

32. Differentiate by posing a good task and interacting with groups/individuals based on observed needs. • Specify learning targets met as revealed in the student work and press for additional possibilities… with feedback (feedforward) that presses students to consider next steps/questions. Big ideas

33. Implications What are the implications for our practice as we prepare future mathematics educators?