types and purposes of assessment mathematics assessment and intervention

Types and Purposes of Assessment

Mathematics Assessment and Intervention

In your Reflective Journal

Write your best definition of assessment.

What is the role of assessment in the classroom?

How does assessment impact instruction?

McTighe and O’Connor ArticleRead and discuss the article.

In your small group, discuss how the practices relate to your own current classroom assessment practices.

Practice 1: Use summative assessments to frame meaningful performance goals.

Practice 2: Show criteria and models in advance

Practice 3: Assess before teachingPractice 4: Offer appropriate choicesPractice 5: Provide feed back early and oftenPractice 6: Encourage self-assessment and

goal settingPractice 7: Allow new evidence of

achievement to replace old evidence

In your small group, discuss and present how your assigned practice relates to mathematics assessment.Practice 1: Use summative assessments to

frame meaningful performance goals.Practice 2: Show criteria and models in

advancePractice 3: Assess before teachingPractice 4: Offer appropriate choicesPractice 5: Provide feed back early and oftenPractice 6: Encourage self-assessment and

goal settingPractice 7: Allow new evidence of

achievement to replace old evidence

What is your definition of assessment?

Purposes of AssessmentDiagnostic Assessment:

Getting a sense of strengths and needs for planning instruction

Formative Assessment: Monitoring growth as you teach

Summative Assessment: Determining what students have learned after instruction or for accountability purposes.

Formative Assessments

Definition: Assessment used to inform instruction – should be occurring constantly during instruction.

How can we assess formatively?

Brainstorm

Assessment FOR learning

Formative Assessments: The essential link between teaching and learning

Make students aware of learning goals and evaluation standards.

Provide formative tasks involving understanding and application more often than rote memorization.

Give feedback to students providing information on how to close the gap between where they are and the evaluation standards for which they are aiming and allow opportunities to close the gap.

Avoid grading formative tasksUse formative assessment to enhance and guide

your instruction.

Five Key Elements of Formative AssessmentWHY?

Summative Assessment

Definition: To assess the achievement of the objective, usually used at the end of a learning cycle.

How can we assess summatively?

Brainstorm

Assessment OF learning

FormativeSummative

To perfect the process

Method is descriptive

Qualitative, developmental in nature

Where are you in the learning of this?

Data for growth, change, checkpoints for adaptations

Ongoing – a video of how we’re doing

To measure what was done

Method is measurement

Quantitative, product completion driven

What did you learn?

Data for reposting on goals attained

At specific times – a snapshot

On the Way / At the Gate Activity

Formative Summative

On the way . . . At the gate.

On the Way / At the Gate Activity

Summative and formative assessments are not TYPES of assessments but are descriptions of how assessment results are USED.

Classroom Assessment

Evidence may be◦formal or informal ◦quick or lengthy◦contrived or authentic

Observations Selected Response

Performance Assessment

“The juice must be

worth the squeeze!”

Constructed Response

Metacognition: a valuable formative assessment skillOne of the purposes of

assessment is to understand students’ thinking.

Metacognition questionnaire

16Metacognition

More Precise Definition

Metacognition is the monitoring and control of thought.

Monitoring: “Do I understand?”

Control: “Can you explain that again?”

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Metacognition includes:

Knowledge ◦about learning◦about oneself as a learner

Regulation ◦monitoring one’s own cognitive processes

◦appraising ideas and actions and taking corrective action when needed.

Metacognition is important for:

CommunicationReading

comprehensionLanguage

acquisitionSocial cognition AttentionSelf-control

MemorySelf-instruction Writing Problem solving Personality

development

Which of these elements are important in mathematics?

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Research has shown...

Metacognition begins in early childhood, and continues to develop through adolescence.

Learning performance improves as metacognitive awareness and skills improve.

Students acquire metacognitive skills by observing teachers & other adults & peers as role models.