Types and Purposes of Assessment

1. Types and Purposes of Assessment MathematicsAssessment and Intervention

2. In yourReflective Journal • Writeyour best definition of assessment. • Whatis the role of assessment in the classroom? • How doesassessment impact instruction?

3. McTighe and O’Connor Article Read and discuss the article.

4. In your small group, discuss how the practices relate to your own current classroom assessment practices. • Practice 1: Use summative assessments to frame meaningful performance goals. • Practice 2: Show criteria and models in advance • Practice 3: Assess before teaching • Practice 4: Offer appropriate choices • Practice 5: Provide feed back early and often • Practice 6: Encourage self-assessment and goal setting • Practice 7: Allow new evidence of achievement to replace old evidence

5. In your small group, discuss and present how your assigned practice relates to mathematics assessment. • Practice 1: Use summative assessments to frame meaningful performance goals. • Practice 2: Show criteria and models in advance • Practice 3: Assess before teaching • Practice 4: Offer appropriate choices • Practice 5: Provide feed back early and often • Practice 6: Encourage self-assessment and goal setting • Practice 7: Allow new evidence of achievement to replace old evidence

6. Whatisyourdefinition of assessment?

7. Purposes of Assessment • Diagnostic Assessment: Getting a sense of strengths and needs for planning instruction • Formative Assessment: Monitoring growth as you teach • Summative Assessment: Determining what students have learned after instruction or for accountability purposes.

8. Formative Assessments • Definition: Assessment used to inform instruction – should be occurring constantly during instruction. • How can we assess formatively? Assessment FOR learning Brainstorm

9. Formative Assessments: The essential link between teaching and learning WHY? Five Key Elements of Formative Assessment • Make students aware of learning goals and evaluation standards. • Provide formative tasks involving understanding and application more often than rote memorization. • Give feedback to students providing information on how to close the gap between where they are and the evaluation standards for which they are aiming and allow opportunities to close the gap. • Avoid grading formative tasks • Use formative assessment to enhance and guide your instruction.

10. Summative Assessment • Definition: To assess the achievement of the objective, usually used at the end of a learning cycle. • How can we assess summatively? Assessment OF learning Brainstorm

11. Formative Summative On the Way / At the Gate Activity

12. On the way . . . At the gate. Formative Summative On the Way / At the Gate Activity

13. Summative and formative assessments are not TYPES of assessments but are descriptions of how assessment results are USED.

14. Classroom Assessment • Evidence may be • formal or informal • quick or lengthy • contrived or authentic “The juice must be worth the squeeze!” Selected Response Constructed Response Performance Assessment Observations

15. Metacognition: a valuable formative assessment skill • One of the purposes of assessment is to understand students’ thinking. • Metacognition questionnaire

16. Metacognition

17. More Precise Definition Metacognition is the monitoring and control of thought. Monitoring: “Do I understand?” Control: “Can you explain that again?”

18. Metacognition includes: • Knowledge • about learning • about oneself as a learner • Regulation • monitoring one’s own cognitive processes • appraising ideas and actions and taking corrective action when needed.

19. Communication Reading comprehension Language acquisition Social cognition Attention Self-control Memory Self-instruction Writing Problem solving Personality development Metacognition is important for: Which of these elements are important in mathematics?

20. Research has shown... • Metacognition begins in early childhood, and continues to develop through adolescence. • Learning performance improves as metacognitive awareness and skills improve. • Students acquire metacognitive skills by observing teachers & other adults & peers as role models.