Plenary 2B Assessment of learning options • Q 1: Jane’s father drove 417 km in 4.9 hours. Leah’s father drove 318 km in 3.8 h. Who was driving faster? By how much? • Q 2: Describe two different types of situations where you might want to figure out the unit rate. Then tell why knowing the unit rate would be useful. Consider these questions • What would a response to each of these questions tell you about what a student knows? • How are the questions different? • How many similar questions would you need on a test? What do you think? • Talk to three other people. • How might a focus on big ideas change what you use to gather assessment of learning data? Assessment of learning • What sorts of proportional reasoning questions that focus on big ideas make sense to use in assessment of learning situations? For example, in Grade 4 • Fewer than 8 children equally share close to 100 treats. • What do you know, for sure, about how many treats each gets? • What do you notice about the question? For example, in Grade 6 • Describe three situations when it 1 might be useful to know that 2 can be written as an equivalent fraction. • What do you notice about the question? For example, in Grade 8 4 • You know that x Δ =5. • What else do you know about or Δ or other sums, products, quotients, or differences related to the two values? • What do you notice about the question? For example, in Grade 10 • A certain angle in a right triangle has a very big tangent ( a ). c b a • What else do you know about the a trig ratios sine ( c ) or b cosine ( b ) for that angle? c • What could the triangle look like and how do you know? • What do you notice about the question? Assigning marks • What will you be assessing in terms of categories when you are focused on big ideas? • What tools- marking schemes, rubrics- will you likely use? • What weightings will you likely consider? Work in small groups • You are planning a group of lessons that relates to proportional reasoning (or prerequisites to it). • You want to create a culminating assessment that focuses on BIN 4. What might your assessment look like? • Work in PJ, JI and IS groups. Questions in the 3 part lesson • We have just talked about consolidation questions in Part 3 of a 3-part lesson. • Their purpose is to focus on the important idea for that lesson. • They should assess the goal with that big idea feel to them. What about the rest? • But what about the other parts of that lesson? Part 1 • The questions for this part are more about engaging, getting students hooked, and serving as assessment for learning opportunities. Part 1 • For example, a good minds-on question might be: I am thinking of two fractions really close to 1, but one is a little closer than the other. What might they be? Part 1 • Or: I had a group of base ten blocks to find the value of. When I counted them, I said 4 numbers. What might I have said? Part 1 • Or: The answer is 10%. What’s the question? • Or: This proportion is easy to solve. What numbers might be missing? x =  30 Part 2 • This part of the lesson should be an active problem/task/exploration that requires students to confront the new knowledge that is the goal of the lesson. Part 2 • The tasks set are meant to be more substantive, although there may be scaffolding questions that are “smaller”. Part 2 • Some more substantive questions that could be posed include: • Imagine an input/output machine. When you input a number that is double another, the output is also double as much. What could the rule be? Part 2 • Or Two equivalent fractions have denominators that are 10 apart. What could they be? What can’t they be? Part 2 • Or: You want to make a scale drawing of a regular hexagonal patio which is 5 m on a side. What is the largest drawing you can make on a 22 cm x 29 cm piece of paper. You try • Use either the PJ or IS examples. • Work in small groups. • Decide which questions are better for which parts of the lesson and why. Let’s consolidate • Let’s go back to focusing on Part 3 of the lesson. Let’s consolidate • Agree or disagree: • Consolidation questions for a lesson based on big ideas are more suitable for providing assessment for learning data than assessment of learning data.
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