Math Formative Assessment by uzj17334

VIEWS: 35 PAGES: 14

More Info
									Linking Stiggins’ First Four
 Assessment Principles to
    Classroom Practice

              Cynthia Cuellar
              Connie Laughlin
              Bernard Rahming
Session Goal
To understand the importance
of Stiggins’ first four
assessment principles and link
the principles to classroom
practice.
Studying the Learning Team
Continuum and Stiggins’ first 4
assessment principles

   Read the first four assessment
    principles
   As a table group, take each principle
    and discuss what each means in day-
    to-day classroom practice
                                                                       Alignment of the Principles of Formative Assessments
                                                                    to the Learning Team Continuum of Work for Mathematics
                                                                                     Principles of Assessment for Learning

                                        (1) Prior to teaching,      (3) Students can           (5) Teachers use         (7) Feedback given to a    (9) Students study the
                                            teachers study and      describe what              classroom assessments    student is descriptive,    criteria by which their
                                            can articulate the      mathematical ideas         that yield accurate      frequent, and timely. It   work will be evaluated
Principles of Assessment for Learning




                                            math concepts           they are learning in       information about        provides insight on a      by analyzing samples
                                            students will be4       the lesson.                student learning of      current strength and       of strong and weak
                                            learning.                                          math concepts and        focuses on one facet of    work.
                                                                    (4) Teachers can           skills and use of math   learning for revision
                                        (2) Teachers use            articulate how the         processes.               linked directly to the     (10) Students keep
                                            student-friendly        math lesson is aligned                              intended math              track of their own
                                            language to inform      to district learning       (6) Teachers use         objective.                 learning over time (e.g.,
                                            students about the      targets, state             assessment information                              journals, portfolios) and
                                            math objective          standards and              to focus and guide       (8) Students actively      communicate with
                                            they are expected       classroom assessments      teaching and motivate    and regularly use          others about what they
                                            to learn during the     (CABS), and fits           student learning.        descriptive feedback to    understand and what
                                            lesson.                 within the progression                              improve the quality of     areas need
                                                                    of student learning.                                their work.                improvement.
                                               Stage 1                     Stage 2                   Stage 3                    Stage 4                   Stage 5
                                           Learning Targets         Align State Framework         Common CABS           Student Work on CABS        Descriptive Feedback
Learning Team Continuum




                                                                      and Math Program                                                                   on CABS
                                        Understand importance         Develop meaning for      Provide a measure of      Examine student work        Use student work to
                                           of identifying and        the math embedded in      consistency of student   to monitor achievement       inform instructional
                                        articulating big ideas in         the targets and         learning based on     and progress toward the        decisions, and to
                                         mathematics to bring           alignment to state      standards/descriptors   targets and descriptors.    provide students with
                                            consistency to a               standards and             and targets.                                  appropriate descriptive
                                        school’s math program.        descriptors and to the                                                              feedback.
                                                                    school’s math program.
Shirley Clarke Reading
   Read pages 19-26 of the article.
   Highlight important ideas.
   Pay particular attention to learning
    intentions and success criteria of a
    lesson.
 Reading Debriefing
As a table group, come to consensus on:
 Why is it important for teachers to state
  a Learning Intention?
 Why is it important for teachers to have

  a Success Criteria?
 Why is it important to do these two

  things in day-to-day classroom practice?
What we will accomplish:
   Analyze a lesson
   Discuss Important Mathematics to Develop
   Identify the Learning Target and Descriptors
   Translate objective(s) into student-friendly
    language
   Create success criteria
   Construct 3 good questions
   Summarize learning experience
                                        Lesson Planning with Formative Assessment Principles
                                                    Date: ______________                         Grade: ______________                       Lesson: ______________
                                                                        Part 2: Supporting Student Exploration of the                         Part 3: Summarizing the Mathematics
  Part 1: Selecting and Setting Up a Mathematical                       Task                                                                  In this section, construct a question that focuses on
  Task                                                                  In this sections, construct three questions that will                 orchestrating a whole group discussion of the task
  This part contains four critical components that need                 develop the mathematics of the lesson. Be sure to                     that uses different solution strategies produced by the
  to be considered when selecting and setting up a                      consider the Depth of Knowledge to develop the                        students that highlight the mathematics of the lesson.
  mathematical task.                                                    questions. These questions could be used with
                                                                        students individually or in small groups.


  1. Important Mathematics to Develop:                                  Q1. Access background knowledge:                                      Q. Summarize the important
                                                                                                                                              mathematics in the lesson as a whole class
                                                                                                                                              discussion. This should tie back to the
                                                                                                                                              success criteria.

  2. Learning Target & Descriptors:
                                                                        Q2. Develop understanding of the
                                                                        mathematics by pushing student
                                                                        reasoning:

  3. Lesson Objective in Student Friendly
  Language:


                                                                        Q3. Summarize the important
                                                                        mathematics in the lesson. This should
  4. Success Criteria:                                                  tie back to the success criteria.




The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA),is supported with funding by the National Science Foundation under Grant No. EHR-03148   REV 01.12.09
Examining a Lesson

In teams, read the lesson
Fill in Part 1 of the form
       Important Mathematics to Develop
       Learning Target and Descriptors
       Lesson Objective in Student Friendly
        Language
       Success Criteria
Part 2: Constructing 3
Good Questions
   To access student background
    knowledge
   To push student(s) thinking
   To help the student summarize the
    important ideas from the lesson
   None of these questions can be yes/no
    questions and they all should promote
    levels 2/3 of Depth of Knowledge
   Part 3: Sharing
   Exploration of the Task
As a whole class discussion, summarize the
important mathematics in the lesson.
This could be a continuation of question 3

 in part 2.
The discussion should also tie back to the

 success criteria.
Walk Away Questions:


   How does this process support
    good teaching?
   How does this process support
    formative assessment principles?
Conclusions
   A formative assessment system is more
    than CABS and descriptive feedback.
   MTLs/MTSs using this in classrooms
    have noticed a difference in teaching
    practice and student learning.
   The implementation of these four
    principles bring formative assessment
    into classrooms on a day-to-day basis.
      Homework
For March, bring back a completed Lesson
Planning with Formative Assessment Principles
template of a lesson you taught. Be ready to share
your experience based on the following questions:
     How did this process change the way you planned a
      lesson?
     How did this process support your classroom
      teaching?
     How did this process support student learning and
      motivation?

								
To top