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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?
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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posted:3/27/2013
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