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Effective Assessment Techniques for Maths Teachers - SBTD II Session 2

This session focuses on enhancing teachers' skills in assessing students' progress daily, using various techniques to plan effective learning strategies in Maths. Activities include group discussions, feedback analysis, and exploring challenges in teaching Maths. Join us to enhance your teaching practices!

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Effective Assessment Techniques for Maths Teachers - SBTD II Session 2

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  1. school based teacher development II (SBTD II) for teachers of Maths support session 2 modules 3 and 4 assessment for quality learning issues specific to teaching and learning in Maths

  2. Welcome

  3. Objectives of the session • Developing knowledge and understanding of the various techniques that can be used to assess students’ progress on daily basis to plan the next steps in learning; • developing skills in using assessment techniques in the classroom; • developing skills in using different techniques and practices in relation to Maths; • sharing experiences on understanding the Activities in Modules 3 and 4.

  4. part 1: assessment for quality learning • Brainstorm: Call out any thoughts or words that come to your mind when you say the word “assessment”

  5. part 1: assessment for quality learning Group work: • Discuss how you could link some of the words and phrases together to help someone who did not know much about assessment and its place in the teaching and learning cycle. • Write your suggestions on the flipchart sheet.

  6. part 1: assessment for quality learning Group work: • Discuss the Activity on your current assessment practices: Activity 19 in Module 3. • Share practices and new practices you use in your class when doing this Activity. • Discuss how these practices help you understand what your students know. • Discuss what other skills you would like to develop?

  7. part 1: assessment for quality learning Feedback Watch the video and think about what feedback the teacher is giving in the exchange about counting birds’ wings. Discussion: Do you think the feedback was useful to the students? Share your thoughts about what the teacher was doing.

  8. part 1: assessment for quality learning Self-assessment and peer assessment • Discussion: • What assessment practices did the teacher in the video use? • What are the benefits of these practices? • What challenges may result from using such practices? • How can these practices help in supporting students learning?

  9. part 1: assessment for quality learning Setting clear outcomes and sharing them with students Discussion: • Read Activity 27. • Think about the impact of telling the students what they are going to learn on their participation in the lesson and on the achievement of the outcomes.

  10. part 1: assessment for quality learning Impact of good feedback and good learning outcomes • Watch the video and list strategies for assessing and giving feedback. • How do you use the information you collect in planning more focused lessons in order to meet students learning needs?

  11. part 1: assessment for quality learning Assessment for learning – Definition: “Assessment for learning involves assessing, through using various interactive strategies, where students are at the end of an activity or lesson so that feedback from both teacher and student is used to decide what to do next to improve and extend student’s learning.”

  12. part 2: issues related to mathematics teaching and learning Discussion on Unit 13: • What are the challenges in engaging students in the nature and purpose of Maths? • How can you make your student feel proud for learning Mathematics? • Why do you think teaching Maths is important? • How can you link Mathematics with UNRWA Curriculum Framework?

  13. part 2: issues related to maths teaching and learning Group work: discuss in groups: • Group 1:Prompt for Unit 14 What challenges may students face regarding investigation and problem solving and exploring mathematical concepts through practical activities? • Group 2: Prompt for Unit 15 What challenges may students face regarding developing, sequencing and scaffolding mathematical skills? • Group 3: Prompt for Unit 16 What challenges may students face regarding problem solving using modeling and visualizing and integrating in issues related to local communities?

  14. Questions to help you in your discussion: • How can you deal with these challenges? • Which practices that are mentioned in the Unit have you focused on or are you going to focus on in your lesson implementation?

  15. Support Session 2: conclusion • Discussion: What have you gained from the session?

  16. Thank you!

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