Assessing students using the KCASM/CCSSM

1. Assessing students using the KCASM/CCSSM Minute-by-minute Day-by-day Katrina Slone, KDE Regional Math Consultant – KVEC Debbie Waggoner, KDE Regional Math Consultant - CKEC Kentucky Council of Teachers of Mathematics Bowling Green, KY - October 8th, 2011

3. Today’s Targets • I can define formative assessment. • I can describe examples of formative assessments. • I can classify formative assessments by their types. • I can explain why each type of formative assessment is critical to both assessment and further learning.

4. Diagram #1 Listen to the following directions. Without talking to anyone, sharing work with anyone or asking any questions, draw the figure described.

5. Diagram #2 Listen to the following directions and draw the figure described.

6. List 3 examples of formative assessment….

7. Formative Assessment Some things you may have identified as Formative Assessments and are now using: Exit Slipsentrance slipsbell ringers Thumbs up/down Common Assessments • Are these really Formative Assessments? Answer: It depends!

8. Formative assessment can and should be done BY STUDENTS as well as by teachers. The key to improvement is how students and teachers use assessment information.

9. Formative AssessmentEvidence of Learning Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. KDE, 2010

10. http://map.mathshell.org/materials/lessons.php

14. Student Responses to Discuss • Describe the problem solving approach the student used. You might, for example: Describe the way the student has colored the pattern of tiles. Describe what the student did to calculate a sequence of numbers. 2. Explain what the student needs to do to complete his or her solution.

15. Leon’s method

16. Gianna’s method

17. Ava’s method

18. http://map.mathshell.org/materials/lessons.php Is this task a formative assessment?

19. http://www.insidemathematics.org/index.php/tools-for-teachers/problems-of-the-monthhttp://www.insidemathematics.org/index.php/tools-for-teachers/problems-of-the-month

25. Formative Assessment Review the NCTM Research Brief : What does research Say the Benefits of Formative Assessment Are?

26. Typology of Kinds of Formative Assessment

28. Why Now?

29. Lack of Engagement in Math • Lack of student engagement in learning is the greatest problem in many math classrooms. • The Mathematics Practice Standards present a way to leverage discourse. • Formative assessment or Assessment for Learning as learning activity for teachers and students.

30. Traditionally Teachers Choose One of Three Options 1. Go back and re-teach the topic with the entire class. 2. Identify the students needing remediation and find some time/opportunity to re-teach the topic while the rest of the class continues on. 3. Feeling the pressure of the over packed curriculum the teacher ventures on to the next topic.

31. Re-teaching vs. Re-engagement

32. Generalizing Patterns: Table Tiles Projector Resources

33. How does the Table Tiles task require this kind of thinking?

34. How does the Table Tiles task require this kind of thinking?

35. How does the Table Tiles task require this kind of thinking?

36. CLUSTER: Building a function that models a relationship between two quantities CCSSM/KCASM ~ Content Cluster

37. CLUSTER: Building a function that models a relationship between two quantities

38. Formative Assessment Assessing the Targets Target Define “explicit function” and “recursive process”. Determine the recursive rule given arithmetic and geometric sequences. Identify arithmetic and geometric patterns in given sequences. Evaluate the domain of the combined function • Exit Slip: Define explicit function. • Entrance Slip: Find the recursive rule for this sequence. • Thumbs UP if you think this is an arithmetic pattern for this this sequence. Thumps DOWN if you think it is a geometric pattern. • Evaluate the domain of this combined function on your white board.

39. So…Do these assess the standard?

40. Standard Cake

41. “I thought that if I taught them all the bits, [students] could put them together.”FAL Trial Teacher CCSSM/ KCASM Learning Deconstruction was like sand-blasting to see each part: each skill & concept students need to build on.., Now we need students to make a Mosaiac seeing how the targets & standards fit together to make clusters & BIG IDEAS in mathematics…

42. Linking to Research: The QUASAR Project • Low-Level Tasks • memorization • procedures without connections to meaning (e.g., Martha’s Carpeting Task) • High-Level Tasks • procedures with connections to meaning • doing mathematics (e.g., The Fencing Task)

43. Research – based Conclusions • Not all tasks are created equal -- they provided different opportunities for students to learn mathematics. • High level tasks are the most difficult to carry out in a consistent manner. • Engagement in cognitively challenging mathematical tasks leads to the greatest learning gains for students. • Professional development is needed to help teachers build the capacity to enact high level tasks in ways that maintain the rigor of the task. Based on QUASAR & TIMSS Video Study

46. Formative Assessment Lessons, or Mathematics FALs, are based on the research aboutformative assessment and aboutimplementing high level tasks

47. Today’s Targets • I can define formative assessment. • I can describe examples of formative assessments. • I can classify formative assessments by their types. • I can explain why each type of formative assessment is critical to both assessment and further learning.

48. How Can We Support You? Katrina Slone KVEC Regional Mathematics Content Specialist Kentucky Department of Education Office of Next Generation Learners Katrina.slone@education.ky.gov Debbie Waggoner CKEC Regional Mathematics Content Specialist Kentucky Department of Education Office of Next Generation Learners Debbie.waggoner@education.ky.gov Thanks for your participation today. 48