Transcript Performance Tasks and Rubrics

Performance Tasks
and Rubrics
Math Staff Development
Godwin High School
10/14/13
Math Staff Development - FOCUS
2010
• Math Life! – Making sense of SOL changes
2011
• Engagement – Rigor and Relevance – Real world
problems
2012
• Upgrade! – Process Standards – Knowledge,
Instruction, Assessments
2013
• Performance Tasks and Rubrics – Teacher Evaluation
Skills problem – Communication process standard
Today’s Objectives
Provide teachers with professional development focused on
using formative assessment resources (performance tasks) to
inform instruction.
• Experience a performance task as a student.
• Analyze a performance task and identify student
misconceptions and common misunderstandings.
• Anticipate strategies that students might use to solve the task.
• Develop rubric for scoring.
• Examine and score student work using a rubric.
Formative Assessment
• ‘Assessment FOR learning’
• Checking in on understanding and on the formation of
learning
• Diagnostic in nature – should lead to changes in instruction
• Class tasks, homework, quizzes, benchmark tests
• Includes a lot of student feedback
Purposes of assessment
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Checking for student understanding, growth, and progress
Determining common misunderstandings
Determining common errors
Informing instructional and assessment decisions (currently
and in the future)
Performance Task
• Definition: An assessment that requires students to synthesize
content in a problem-solving setting that encourages
communication, reasoning, critical thinking, connections, and use
of varied representations.
• This does not have to be a 90-minute activity!
Teacher Evaluation Review
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A lot of good teacher feedback from last year.
Focus – Communication process standard.
Skills question given in October and April for data collection.
Administer skills question within each instructional unit (test,
SOL, etc.) throughout the year – NOT for data collection.
• Work through these with your students and train them.
• Keep sample student artifacts as evidence of administration.
Math Website Overhaul
• Focus on increased rigor
• Real world problems – Mathalicious, Dan Meyer 3-act tasks,
performance tasks
• Skill problems – JMU Pivotal Items, Mathematics Assessment
Project, HCPS Skills problems
• Student-centered Activities – VDOE, ExploreLearning, Videos,
Teacher-created instructional materials
• Vertical Articulation
• Curriculum Guides
• Shout outs
Observational Focus
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What is the teacher doing?
What are the students doing?
Who is asking the questions?
Who is answering the questions?
What are the levels of the questions (Bloom’s)?
The Art of Questioning in Mathematics
From the NCTM Professional Teaching Standards
HELP STUDENTS WORK TOGETHER TO MAKE SENSE
OF MATH
• “What do others think about what ____________ said?”
• “Do you agree? Disagree? Why or why not?”
• “Does anyone have the same answer but a different way to
explain it?”
• “Would you ask the rest of the class that question?”
• “Do you understand what they are saying?”
• “Can you convince the rest of us that that makes sense?”
The Art of Questioning in Mathematics
From the NCTM Professional Teaching Standards
HELP STUDENTS TO RELY MORE ON THEMSELVES TO
DETERMINE WHETHER SOMETHING IS
MATHEMATICALLY CORRECT
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“Why do you think that?”
“Why is that true?”
“How did you reach that conclusion?”
“Does that make sense?”
“Can you make a model and show that?”
The Art of Questioning in Mathematics
From the NCTM Professional Teaching Standards
HELP STUDENTS TO LEARN TO REASON
MATHEMATICALLY
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“Does that always work? Why or why not?”
“Is that true for all cases? Explain?”
“Can you think of a counter example?”
“How could you prove that?”
“What assumptions are you making?”
The Art of Questioning in Mathematics
From the NCTM Professional Teaching Standards
HELP STUDENTS LEARN TO ANALYZE, INVENT, AND
SOLVE PROBLEMS
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“What would happen if ____________? What if not?”
“Do you see a pattern? Explain?”
“What are some possibilities here?”
“Can you predict the next one? What about the last one?”
“How did you think about the problem?”
“What decision do you think he/she should make?”
“What is alike and what is different about your method of
solution and his/hers?”
The Art of Questioning in Mathematics
From the NCTM Professional Teaching Standards
HELP STUDENT CONNECT MATHEMATICAL IDEAS AND
APPLICATIONS
• “How does this relate to __________?”
• “What ideas that we have learned before were useful in
solving this problem?”
• “Have we ever solved a problem like this one before?”
• “What uses of mathematics did you find in the newspaper
last night?”
• “Can you give me an example of ___________?”
Odds & Ends
• TeacherDirect - Keep up to date with news from VDOE
• SUBSCRIBE NOW - Sign up for weekly email notifications of
updates to TeacherDirect News.
• Math Newsletters
• Mathalicious – check your email to see if you should attend
the session at 3:00 today!
Rubik’s Cube Workshop
Teaching With a Twist
When: October 30th, 2013 at 4:30pm – 5:30pm
Where: Holman MS Library
Presenter: Alex Mullins
* Teach problem solving skills and encourage teamwork
* Start a Rubik’s Cube Club in your school
* Get info on Competitions for 2013-2014
* Learn how to solve the Rubik’s Cube. Unlock the Secret!
* Win Door Prizes!
Register for the FREE workshop at:
http://tinyurl.com/RubiksWorkshop2013
Congratulations!
Henrico County Public Schools is pleased to announce that
Fairfield Middle School math teacher Andrew Senka received a
“Math Heroes” award from Raytheon.
Nominated by students, classroom parents, and school
administrators, each of the 32 middle and high school recipients
from 18 states use creative lessons to make math “real” for their
students.
Math in the News
• Challenges
• Frustrations
• Don’t forget why you wanted to teach
Teacher Evaluations Video