Analyzing and Modifying Assessments Examining How We Assess in K2 Learning Outcomes Participants will be able to 2 analyze a variety of assessments modify existing assessments to raise the level of cognitive demand ID: 656339
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Slide1
2013 Mathematics Standards of Learning Institutes
Analyzing and Modifying Assessments
Examining
How We Assess
in K-2Slide2
Learning Outcomes
Participants will be able to2
analyze a variety of assessments
modify existing assessments to raise the level of cognitive demand
modify existing resources to promote problem solvingSlide3
Learning Outcomes
Participants will be able to3
examine how we assess
e
xplore when we assess
d
etermine the relationship between instruction and assessmentSlide4
Assessment
How do we assess?What does assessment look like in a K-2 setting?4Slide5
When our students leave us they might be asked to…
Problem 1
Problem 2
8
x
5
=
Use pictures,
numbers, and words to tell how you would solve the following problem.
Lucy buys 8 packs of gum. Each pack of gum has 5 pieces in it. How many pieces of gum does she have?
5Slide6
Characteristics of Rich Mathematical Tasks
High cognitive demand (Stein et. al, 1996; Boaler & Staples, 2008)Significant content (Heibert et. al, 1997)
Require justification or explanation
(
Boaler
& Staples, in press)
Make connections between two or more representations
(
Lesh
, Post & Behr, 1988)
Open-ended
(
Lotan
, 2003;
Borasi
&
Fonzi, 2002)Allow entry to students with a range of skills and abilities Multiple ways to show competence (Lotan, 2003)6Slide7
So, who is responsible?
Math 3.5 The
student will recall multiplication facts through the
twelves
table
, and the corresponding division facts
.
7
Problem 1
Problem 2
8
x
5
=
Use pictures,
numbers, and words to tell how you would solve the following problem.
Lucy buys 8 packs of gum. Each pack of gum has 5 pieces in it. How many pieces of gum does she have? Slide8
We ALL are! So how do we get there?
What mathematics do you teach to support SOL 3.5?What did you write for K?
Kindergarten
First
Second
8Slide9
Garbage
How to play…
1-3 player game
Materials: Count by 5 cards - 5 to 50 or 55 to 100
Directions:
Each person picks 10 cards from the pile and lays them
face down
to look like a ten frame.
The rest of the cards stay in the stack.
Player 1 draws another card from the pile and figures out where it would go in the 10 frame.
Say it to Play It!
Player must tell how they know where it goes. Play continues until player has a repeat. Player then says “Garbage” and places card in the discard pile face up.
Player 2 begins.
The goal is to be the first player to have all your cards face up and in sequence.
9Slide10
Garbage
How does this activity connect to the standards?How would you assess your students’ understanding?What does it tell us?PLAY!
10Slide11
Math Instruction
Everything you do in mathematics needs to be deliberate and purposeful.
11Slide12
Garbage
Share and Reflect
How does this activity connect back to the standards?
K.4
1.2
2.4
3.5
Does it address all the Essential Knowledge and Skills of each of these standards?
12Slide13
Garbage
Complete our assessment
How did we assess your understanding?
What does it tell us?
How can we make it better?
5
10
40
50
13Slide14
When did we assess?
When should assessment take place?Before
During
After
14
AssessmentSlide15
Does assessment always have to look the same?
Observations
Think
about the behaviors you are looking to see…
Questions
What am I asking?
Why
am I asking it?
What do I hope to learn from the answers?
Paper/
Pencil
Problems/Tasks (problem solving)
Journal prompt
Pictures/ Symbols
(representations)
Multiple choice/ Fill in the blank
Other
15
Observations
Questions
Paper/
Pencil
OtherSlide16
Assessment Template
Before
During
After
Observations
Questions
Paper/
Pencil
Other
16Slide17
Break
17Slide18
Bears in Caves
2 playersMaterials Counting bears (6-10)Cave - upside down cup or bowl
Directions:
Players agree on the number of bears to use.
Player 2 closes their eyes.
Player 1 hides “some” of the bears in the cave (under the cup) and puts the others in his/ her hand.
Player 2 open there eyes, looks at the bears NOT in the cave, and uses that information to tell how many bears are in the cave.
Player 1 lifts the cave and the two players see how many bears are in the cave.
Students state a math sentence to tell about the bears. 5 in the cave and 2 out make 7, 5+2=7 or 7 bears in all, 2 were out of the cave so 5 are in the cave.
Switch jobs and repeat.
18Slide19
Assessment Template
Before
During
After
Observations
Questions
Paper/
Pencil
Other
19Slide20
Assessment
Recap and Reflection
What have we done today?
How will this change what you do in your classroom?
How will you share what you’ve learned?
examine how we assess
explore when we assess
determine the relationship between instruction and assessment
20Slide21
2013 Mathematics Standards of Learning Institutes
Modifying Mathematical Tasks to Promote Problem SolvingSlide22
Dan Meyer: Math class needs a makeover
(12 min)
22Slide23
Many thanks to the Shell Center, UC Berkeley, and the University of Nottingham for their extraordinary work with quality mathematics assessment and for providing these free resources.
LINK
23Slide24
Promoting Problem Solving and Critical Thinking
Do the Task
Solve the task – “Organizing a
Table Tennis Tournament”
individually
While you are solving, list the
mathematical or problem-
solving decisions that are
being made for students.
24Slide25
Reflect on the task
Discuss your methods for solvingDiscuss the decisions that are being made for students
Promoting Problem Solving and Critical Thinking
25Slide26
Promoting Problem Solving and Critical Thinking
Revise the Task
With your group, discuss how the task could be revised to return decision-making to students.
Record your group’s revisions. Be able to justify.
Share your group’s revisions and why individual revisions were made
26Slide27
Break
27Slide28
Decisions being made for students
Students are toldHow to code the players (A, B, C, D, etc.)To list all the matches that need to be playedHow to systematically organize these matchesHow to tabulate the order of playTo remember that players cannot play on two tables at once
28Slide29
Structured vs. Unstructured
Compare and Contrast
Compare and contrast your group’s less-structured version of the task with the version on the next slide.
29Slide30
Less-structured version
30Slide31
Promoting Problem Solving and Critical Thinking
Video Analysis
Watch the video.
How did the teacher introduce the task?
Why were students asked to work in small groups?
How did the teacher support struggling students?
How did the teacher encourage sharing of approaches and strategies?
31Slide32
Remodeling at K-2
Joey had 50 cents in his piggy bank. He had fewer than 10 coins. What are 3 possible combinations of coins that Joey could have? 32
Quarters
Dimes
Nickels
PenniesSlide33
Promoting Problem Solving and Critical Thinking
Reflect
What would be the benefits of using more unstructured tasks?
What challenges might teachers and students face when using unstructured tasks?
33Slide34
Promoting Problem Solving and Critical Thinking
Reflect
Review Handout – “Practical advice for teaching problem solving”
What do you notice?
What do you wonder?
What would you add to
this list?
34Slide35
Learning Outcomes
Participants will be able toanalyze assessments for:SOL alignmentLevel of cognitive demandFormatmodify existing assessments to raise the level of cognitive demandmodify existing resources to promote problem solving
35Slide36
Connecting Assessment to Instruction
Group Discussion
How will the assessment analysis and modification work today impact planning, instruction, and assessment?
36Slide37
Professional Development Resources
Online professional development modules will be provided on the VDOE Mathematics Web site2 modules with 7 parts total, broken into 45-min segmentsFacilitators guide, all necessary documentsOptions for deliverygrade-level/subject area teams to work through professional development in their learning community meetingsdivision-wide professional development
37