assessment modellingtasks lessonsassessment reflecting

Assessment

Modelling Tasks Lessons Assessment Reflecting

Assessment

Modelling Tasks Lessons Assessment Reflecting

Feedback

Assessment 3

FeedbackSummativeFormative

Session 1: Introduction

Working on tasks with focus on feedback

Producing summary guidelines

working with your students

Session 2: Reflecting on progress

Considering how to involve pupils in assessing their work

Outline

Assessment 4


You will: Consider how, as a teacher, you should give feedback to

pupils both formally and as they work in groups on modelling tasks (Session 1)

Consider strategies that involve pupils in learning how to assess their own work (Session 2)

Objectives

Assessment 5


You will produce a set of guidelines for teachers about how they should give feedback to pupils as they work on tasks.

Outcomes

Assessment 6


Assessment for LearningUnderlying philosophy

Sharing objectivesPedagogic practices

Questioning FeedbackPeer & self assessment

Formative use of

summative assessment

Assessment 7




Questioning FeedbackFormative

use of summative assessment

Peer & Self

Assessment

Assessment 8


Session 1

Written and verbal feedback

Assessment 9


Research (Butler, 1988) shows that when given grades students focus on these and do not read comments that the teacher makes about how to improve their work.

Of course it is comments about how to improve that provide learners with the detail they need to improve their mathematical modelling.

In pairs return to the work of a student that you have marked and consider how you would provide written feedback.Consider how the assessment grid might assist you with this.

Activity 1: Written feedback

Assessment 10


You will work in a group:i. Taking part in role-play activities where some of you

will be teachers, some will be learners and some will be observers

ii. Reflecting on your experiences: considering issues relating to feedback for pupils working on modelling tasks

iii. Drawing up a set of teacher guidelines about giving feedback to pupils who are modelling

Activity 2: Verbal formative feedback

Assessment 11


Pupils

Work on the task as a group.

Present your solution(s) as a poster.

TeacherSee briefing sheet

Should only intervene with your group but should observe other groups working – circulate!

ObserverTake notes of what happens – later you will lead your group’s discussion

Activity 2

Assessment 12


Talk one at a time. Share ideas and listen to each other. Make sure people listen to you. Follow on. Challenge. Respect each other’s opinions. Build on mistakes. Share responsibility. Try to agree in the end.

Activity 2: Ground rules for learners

Assessment 13


Task 1: The school fair – games of chance

10 20

X

Here are two spinners you could use in a game of chance at a school fair.

If you were running the game how could you make a profit?

1510

20

X

Assessment 14


Pupils

Teacher

Observer

Change roles

Activity 2: Before the second task

Assessment 15


Task 2: A raceIn a school playground there are two trees: one is small and one is large.

There is also a straight fence.

A group of pupils organise a race: each pupil starts at the small tree, then has to touch the large tree followed by the fence before running back to the small tree.

Where is the best place for a pupil to touch the fence?

This task was inspired by the following paper

Petit S. (2006): Le tilleul et le marronier. Bulletin de l’APMEP n°466 p. 597

Assessment 16


In your group with an observer acting as chair discuss your experiences.

Remember to consider issues from the point of view of both the teacher and the learner.

Discussion

Assessment 17


Your discussions should focus on teacher feedback / interventions.As a group you may like to start by briefly re-capping what happened during one of the tasks. Think about the pupils’ engagement with mathematical thinking – how much of this was there, and at what level? Then consider:How did teacher interventions change the direction and focus of pupils’ learning? How did pupils feel?How did the teacher …. feel? ….know how to react to their observations?

Discussion

Assessment 18


Draw up some guidelines for teachers about how they might intervene and give feedback when working with groups of pupils on modelling tasks.

Discussion task

Assessment 19



pupils both formally and as they work in groups on modelling tasks

Objectives (Session 1)

Assessment 20


“How can the teacher draw on all students’ thinking ensuring that all have opportunities to contribute to the work of the group?”

“How does the teacher intervene in such a way as to encourage the group to continue with their discussions?”

Some ideas for discussion

Assessment 21


Don’t forget to use your teacher diary to: reflect on this session reflect on giving feedback to pupils who are involved in

modelling tasks when you work with them in your classroom

Teacher diaries

Assessment 22


Session 2

Peer and self assessment

Assessment 23



pupils as they work in groups on modelling tasks (Session 1)


Objectives

Assessment 24




Questioning FeedbackFormative

use of summative assessment

Peer & Self

Assessment

Assessment 25


You will develop guidelines for teachers about how they and their students can assess work and give advice about how to improve aspects of modelling.

Outcomes

Assessment 26


TaskBungee jumping

If you make a bungee jump it is important to make sure that the elastic rope is the correct length.

Sometimes people make the jump over a river and their head just touches the surface of the water.

How long should a bungee rope be? Thanks to Criusha, published

at Wikimedia Commons

Assessment 27


Real-world problem

Mathematical problem

Mathematical solution

Real solution

Mathematical world

Real world

Setting up the model

Assessment 28


1

2

3

4

Students require support to simplify the situation

Setting up a model

Students make good decisions that allow them to simplify a complex situation

Students can find and use some necessary information to simplify parts of a complex situation.

Students can use a range of information to simplify a situation.

Assessment 29


Real-world problem

Mathematical problem

Mathematical solution

Real solution

Mathematical world

Real world Interpretation

Working accurately

Setting up the model

Validation & reflection

Assessment 30


1

2

3

4

Interpreting

Students have difficulty and require a lot of support in interpreting the situation

With support students (eg by being asked appropriate questions) are able to interpret the situation

Students are able to interpret the situation, but not in depth

Students interpret the situation thoroughly and in depth

Assessment 31


1

2

3

4

Reporting

Students are not independently able

to report their work satisfactorily

With support and guidance students are able to produce a satisfactory report of their work

Students can independently produce a good account of their work

Students produce a comprehensive report of their work

Assessment 32


What strategies can you use to encourage ………………….

Peer assessment

Self assessment?

Activity 1: Involving students in peer and self assessment

Assessment 33



pupils as they work in groups on modelling tasks (Session 1)


Objectives

Assessment 34


You will develop guidelines for teachers about how they and their students can assess work and give advice about how to improve aspects of modelling.

Outcomes

Assessment 35


Don’t forget to use your teacher diary to: reflect on this session plan how you will involve your students in some peer

assessment activities in future modelling lessons.

Teacher diaries

assessment modellingtasks lessonsassessment reflecting

Documents