Proficiency-

Based

Assessment:

Implications for

our Practice

Nicole Rigelman

Portland State University

Teachers of Teachers Mathematics

Conference

September 7, 2013

Sess

ion

Ove

rvie

w

Our Grading Practices

Policy Influencing Oregon Schools

Implementation Examples Affordances Challenges Implications for Our

Practice as We Prepare

Future Mathematics Educators

Cri

tica

l Q

uest

ions On what basis do you

determine grades in

your courses? For what purpose?http://goo.gl/QJCI5x

Indiv

idual S

tudent

Ass

ess

ment,

Reco

rdke

epin

g,

Gra

din

g, and R

eport

ing -

HB

2220 Determine the

student’s progress toward achieving the

academic content standards (align instruction to standards).

Indiv

idual S

tudent

Ass

ess

ment,

Reco

rdke

epin

g,

Gra

din

g, and R

eport

ing -

HB

2220 Show, at least

annually, the student

and parents whether

the student’s progress

to standards meets or

exceeds grade-level standards expectations.

Indiv

idual S

tudent

Ass

ess

ment,

Reco

rdke

epin

g,

Gra

din

g, and R

eport

ing -

HB

2220

Assure that a student’s academic grades reflect his/her

academic proficiency.

Gra

din

g

Ele

ments

Major exams

Performance

assessments

Reports or

projects

Student

portfolios

Exit tickets or

tasks

Students’

notebooks or

journals

Classroom

observations

Oral

presentations

Homework

completion

Homework

quality

Class

participation

Work habits and

neatness

Class attendance

Punctuality of

assignments

Class behavior or

attitude

Progress made

Class

participation

Work habits and

neatness

Effort put forth

Resp

onse

fro

m

Dis

tric

ts Align instruction to standards Assure grades reflect

academic proficiency

What the assessment research tells us…

Grading IS NOT essential in the

teaching and learning process.Feedback IS!!!

Ass

ess

ment

for

Learn

ing

Clarifying, understanding,

and sharing learning

intentions. Engineering effective

classroom discussions, tasks

and activities that elicit

evidence of learning.

Providing feedback that

moves learners forward.

Activating students as

learning resources for one

another. Activating students as

owners of their own learning.

- Black and Wiliam, 1998, 2009

Ass

ess

ment

for

Learn

ing

Clarifying, understanding,

and sharing learning

intentions. Engineering effective

classroom discussions, tasks

and activities that elicit

evidence of learning.

Providing feedback that

moves learners forward.

Activating students as

learning resources for one

another. Activating students as

owners of their own learning.

- Black and Wiliam, 1998, 2009

Clarifying, understanding, and sharing learning intentions.

Engineering effective classroom discussions, tasks

and activities that elicit evidence of learning.

Examining Student Thinking: Geometric patterning tasks

Two 3rd grade tasks and associated student work samples

Questions to consider:

What mathematical ideas do these tasks draw out?

What do you notice? What do you wonder?

What surprises you?

What are the implications for your practice?

A Typical Algebra Task

How many squares will be in the 25th arrangement?

Figure Number 1 2 3Total Number of Squares

5 7 9

A Revised Version of The Algebra Task

Investigate and report all you can about this pattern.

Figure Number 1 2 3Total Number of Squares

5 7 9

You may want to consider including things like:

observations about the pattern

a rough sketch or picture of some larger figures in this pattern

some different ways of 'finding' the total number of tile in any figure in pattern (like methods of counting, a table, a graph, a formula or rule)

Which figure has 120 tiles? How did you decide? What is another way to determine this?

How would you convince somebody else that you are right?

Figure Number 1 2 3Total Number of Tile

3 8 15

Investigate and report all you can about the following growing pattern.

1 2 3 4 5 6 7 8 9 100

20

40

60

80

100

120

Figure Number

To

tal

Nu

mb

er

of

Til

e

Figure Number

1 2 3 4 5 6 7 8 9 10

Total Number of Tile

3 8 15

You may want to consider including things like:

observations about the pattern

a rough sketch or picture of some larger figures in this pattern

some different ways of 'finding' the total number of tile in any figure in pattern (like methods of counting, a table, a graph, a formula or rule)

Which figure has 120 tiles? How did you decide? What is another way to determine this?

How would you convince somebody else that you are right?

Figure Number 1 2 3Total Number of Tile

3 8 15

Investigate and report all you can about the following growing pattern.

Providing feedback that

moves learners forward.

3 M

ajo

r Q

uest

ions

Where am I going (the

goals)? = feedup How am I going? = feedback

Where to next? Feedforward

Hattie and Timperley, 2007

Activating students as owners of their own learning.

Think Thank

Thunk

•Click above to access his page, video of

his TEDx Presentation on the right sidebar.

•BlueHarvest Feedback is his grading

program

Big

ideas

Differentiate by posing a

good task and interacting

with groups/individuals

based on observed needs.

Specify learning targets

met as revealed in the

student work and press for

additional possibilities…

with feedback (feedforward) that presses

students to consider next

steps/questions.

Implications

What are the implications for

our practice as we prepare

future mathematics educators?