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MFAS Mathematics Formative Assessment System

MFAS Mathematics Formative Assessment System. We shall be using tasks from MFAS. Florida’s definition of f ormative a ssessment.

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MFAS Mathematics Formative Assessment System

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  1. MFAS Mathematics Formative Assessment System We shall be using tasks from MFAS

  2. Florida’s definition of formative assessment 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. (McManus, 2008, p. 3)

  3. What is formative assessment? • A process, not a test • Reveals student thinking in addition to whether or not the answer is correct • Embedded in instruction • Reveals gaps in knowledge and understanding that derail student progress • Targets instruction to strengthen the core concepts and processes essential for mathematics learning • Used not only to “inform” instruction, but more importantly to “form” instruction.

  4. How does formative assessment work? Formative assessment elicits students’ thinking, helping teachers to: • Diagnose critical misconceptions and errors. • Identify students’ progress toward standard mastery. • Differentiate instruction based on students’ understanding (i.e., targeting instruction and (re)grouping students with common instructional needs). • Provide students the deep understanding needed for future mathematics learning.

  5. MFAS Efficacy Trials Three randomized controlled trials have been conducted on MFAS: • a nine-week pilot study in 2010 with K–3 teacher teams using tasks aligned with Florida’s NGSSS; • a semester-long pilot study in 2012 with grade 2–3 teacher teams using tasks aligned with Florida’s NGSSS; and • a year-long study in 2012-13 with K–1 teacher teams using tasks aligned with the CCSS.

  6. Conclusions and Discussion • Effects found for MFAS on teacher math content knowledge and students’ mathematics achievement corroborated the results we have found in prior pilot studies and those that have been suggested in the research literature. • The benefits for teachers to engage in communities of instructional practices to discuss student work and analyze formative assessment data for the purposes of differentiated instruction are supported in these findings. • Further, these findings also support that such practices have demonstrable benefits for their students.

  7. Summary • MFAS leaves teachers to decide whether tasks are implemented in one-on-one interviews, small groups, or whole class. • MFAS is focused on formative assessment occurring day-to-day and minute-to-minute. • MFAS is focused on (collaborative) planning driven by evidence of student thinking. • MFAS is designed to support differentiated instruction.

  8. Access MFAS via CPALMS.http://www.cpalms.org/Public/search/Resource Includes the task and a rubric that partitions student responses into 3-4 groups. • Likely student misconceptions/errors • Examples of student work, e.g., video, scan, written description • Questions eliciting thinking to ask student • Instructional implications

  9. Implement Tasks for G-CO.1.2 • Working in teams of 2-3, implement the four tasks on the worksheet G-CO.2 transformations. • Discuss the task, including pedagogical aspects with all those at table.

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