Assessment for GAINS Mathematics – Professional Learning, 2009 – Session 5 1

Session 5: Consistency and Alignment in Assessment for, as, and of Learning

60 min

Math Learning GoalsDevelop consistency and alignment in assessment • for learning.Examine which expectations (content and process) can be addressed with a single •problem.Discuss the different assessment opportunities a problem can provide.•Discuss how to provide students with feedback that will move them forward.•

MaterialsBLM 5.1, 5.2•

Mathematics •curriculum documents, Grades 1-8, 9-10chart paper•

Whole Group ShareVolunteers verbally share their Home Activity (a problem with multiple solutions). Provide a mechanism for sharing all problems, e.g., post on chart paper around the room; post on a wiki created for this group; use an email distribution group.

Individual Anticipation GuideParticipants complete an Anticipation Guide (BLM 5.1).

Minds On…15 min

Small Group ShareDivide the participants into groups, assigning each group a different grade (7, 8, 9, or 10).Using the Processes Generic Rubric (BLM 5.2) and the curriculum documents, listtheprocessesandspecificgradeexpectationsthatwouldbeaddressedbytheTrapezoid Problem from Session 4.Differentiate content by having participants work in different grade groups based on participant readiness to work in the grade with which they are familiar or comfortable.i

Curriculum Expectations/Observation/Mental Note: Listen for strengths and weakness to form learning partners in the next activity.

Small Group DiscussRearrange groups so that, in each group of four, each grade is represented. Within the group, participants discuss each question:

How would you use the Trapezoid Problem (BLM 4.3)? Assessment • for learning? Assessment as learning? Assessment of learning?What tool would you use to collect your assessment data?•How would you provide students with feedback on this assessment?•How would you use information from students completing this task to inform what •you do next in the class?

Provide assessment tools for particicpants to consider, e.g., Seating Plan Tool (BLM 5.3).

Action!30 min

Whole Group ShareEach group shares their discussions with the whole group. Identify similarities and differences with rationale for them.

Consolidate Debrief

15 min

Reflection

Home Activity or Further Classroom ConsolidationRevisit your Anticipation Guide and make changes as needed.Read the article “Classroom Assessment: Minute by Minute, Day by Day.” Siobhan Leahy, Christine Lyon, Marnie Thompson, and Dylan Wiliam; ASCD, Educational Leadership. Reston, Virginia, November 2005.

Assessment for GAINS Mathematics – Professional Learning, 2009 – Session 5 2

5.1: Anticipation Guide

InstructionsCheck • Agree or Disagree, in ink, in the Before category beside each statement before you start assessing the Trapezoid Problem.Compare your choice with your partner.•Revisit your choices at the end of the investigation.•

BeforeStatement

After

Agree Disagree Agree Disagree

1. It is possible for one problem to be suitable for a Grade 7, 8, 9, or 10 class.

2. The Trapezoid Problem would be a good problem to use as a summative assessment.

3. A problem must have only one possible solution if it is to be used for an assessment.

4. If I help a student during an assessment then I can’t accurately assess their work.

5. Students can learn from one another by examining their solutions to problems.

6. Providing students with a mark, e.g., out of 10, or a letter grade, is the best way to assess a problem like this.

7. When I pose a problem, I hope to get the same response from all students.

8. A task could be used to assess process expectations alone.

Ass

essm

ent f

or G

AIN

S M

athe

mat

ics

– P

rofe

ssio

nal L

earn

ing,

200

9 –

Ses

sion

5

3

5.2:

Gen

eric

Pro

cess

es R

ubric

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king

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lem

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ving

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Ass

essm

ent f

or G

AIN

S M

athe

mat

ics

– P

rofe

ssio

nal L

earn

ing,

200

9 –

Ses

sion

5

4

5.2:

Gen

eric

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cess

es R

ubric

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tinue

d)

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ectin

g

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eria

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ow L

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Ass

essm

ent f

or G

AIN

S M

athe

mat

ics

– P

rofe

ssio

nal L

earn

ing,

200

9 –

Ses

sion

5

5

5.2:

Gen

eric

Pro

cess

es R

ubric

(con

tinue

d)

Com

mun

icat

ion

Rep

rese

ntin

g

Crit

eria

Bel

ow L

evel

1

Spec

ific

Feed

back

Leve

l 1Le

vel 2

Leve

l 3Le

vel 4

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ates

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odel

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repr

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chno

logy

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ra

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ta

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data

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re

pres

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tions

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es li

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mer

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ow L

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1

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ific

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back

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vel 4

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porti

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se

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to m

ake

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expl

ain

and

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ify s

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cabu

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prop

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ly

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ses

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imal

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cabu

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app

ropr

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lyC

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ses

mat

hem

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ocab

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ight

ful

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rtuni

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for i

ts u

se

Assessment for GAINS Mathematics – Professional Learning, 2009 – Session 5 6

5.3: Seating Plan Tool

Assessment for GAINS Mathematics – Professional Learning, 2009 – Session 5 7

5.3: Seating Plan Tool (continued)