# PPT - EduGains by yurtgc548

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```									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?
• 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?
• 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?
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?
• 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.
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.
• But what about the other parts of
that lesson?
Part 1
• The questions for this part are more
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
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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