Transcript Document 7818767

Assessment In
Mathematics
Math 423
February 15, 2007
Understanding Assessment
• Assessment of learning (Summative)
• Assessment for learning (Formative)
• The assessment cycle
Planning Assessment
Setting clear goals
Using Results
Making decisions
Gathering Evidence
Employing multiple methods
Interpreting Evidence
Making inferences
Van de Walle (2005) p.66
The Assessment
Standards
• Mathematics
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Focus on Content and Process Standards in conjunction with curriculum outcomes
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Assessment should inform instruction and promote student learning
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High standards and high expectations with focus on finding out what students do
know not what they don’t know
• Learning
• Equity
• Openness
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Establish clear expectations and criteria and ensure all stakeholders are aware
of assessment processes
• Inferences
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What does the data tell me and how will I use it for future plans
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Assessment is aligned with instruction, there is a balance of assessment methods
that emphasize conceptual and procedural understanding
• Coherence
Four purposes of Assessment
Promote
Growth
Monitoring
student
progress
Modify
Program
Evaluating
programs
Purposes of
Assessment
Making
instructional
decisions
Improve
Instruction
Evaluating
student
achievement
Recognize
Accomplishment
Van de Walle (2005) p.68
Assessment and
Instruction
• Assessment and instruction need to
be properly aligned
• Good learning tasks are good
assessment tasks
• Assessment should be integrated
• Evidence is used to inform future
instructional tasks
Task Selection
• Good problems
– Begin where they are
– Focus on important mathematics
– Requires justification and explanation
• Promotes doing mathematics and encourages
understanding
• May be open-ended
– Open Process: many ways to arrive at the answer
– Open End Product: many possible solutions
– Open Question: can explore new problems related to the old
problem
• Promotes the Big Five!
Levels of questions
Level 1: Knowledge and Procedures
• Remembrance could be simple recall
(defining a term, recognizing an example,
stating a fact, stating a property)
• Questions within one representation
(performing an algorithm, completing a
picture)
• Reading information from a graph.
Levels of questions
Level 2: Comprehension of Concepts and Procedures
• Makes connections between mathematical representations
of single concepts (creating a story problem for an addition
sentence, drawing a number line picture to show the solution
to a story problem, stating a number sentence for a given
display of base ten blocks)
• Makes inferences, generalizations, or summarizes ( makes
inferences from a graphical display, finds and continues a
pattern)
• Estimates and predicts
• Explanations
Levels of questions
Level 3: Problem Solving and
Application
• Multi-step, multi-concept, multi-task
• Non-routine problems
• Requires application of problem solving
strategies
• New and novel applications
Some types of
Assessment
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Rubrics
Observation
Journals and writing
Tests
Portfolios
Interviews