assessment modellingtasks lessonsassessment reflecting
TRANSCRIPT
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Assessment
Modelling Tasks Lessons Assessment Reflecting
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Assessment
Modelling Tasks Lessons Assessment Reflecting
Feedback
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Assessment 3
FeedbackSummativeFormative
Session 1: Introduction
Working on tasks with focus on feedback
Producing summary guidelines
working with your students
Session 2: Reflecting on progress
Considering how to involve pupils in assessing their work
Outline
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Assessment 4
FeedbackSummativeFormative
You will: Consider how, as a teacher, you should give feedback to
pupils both formally and as they work in groups on modelling tasks (Session 1)
Consider strategies that involve pupils in learning how to assess their own work (Session 2)
Objectives
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Assessment 5
FeedbackSummativeFormative
You will produce a set of guidelines for teachers about how they should give feedback to pupils as they work on tasks.
Outcomes
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Assessment 6
FeedbackSummativeFormative
Assessment for LearningUnderlying philosophy
Sharing objectivesPedagogic practices
Questioning FeedbackPeer & self assessment
Formative use of
summative assessment
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Assessment 7
FeedbackSummativeFormative
Assessment for LearningUnderlying philosophy
Sharing objectivesPedagogic practices
Questioning FeedbackFormative
use of summative assessment
Peer & Self
Assessment
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Assessment 8
FeedbackSummativeFormative
Session 1
Written and verbal feedback
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Assessment 9
FeedbackSummativeFormative
Research (Butler, 1988) shows that when given grades students focus on these and do not read comments that the teacher makes about how to improve their work.
Of course it is comments about how to improve that provide learners with the detail they need to improve their mathematical modelling.
In pairs return to the work of a student that you have marked and consider how you would provide written feedback.Consider how the assessment grid might assist you with this.
Activity 1: Written feedback
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Assessment 10
FeedbackSummativeFormative
You will work in a group:i. Taking part in role-play activities where some of you
will be teachers, some will be learners and some will be observers
ii. Reflecting on your experiences: considering issues relating to feedback for pupils working on modelling tasks
iii. Drawing up a set of teacher guidelines about giving feedback to pupils who are modelling
Activity 2: Verbal formative feedback
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Assessment 11
FeedbackSummativeFormative
Pupils
Work on the task as a group.
Present your solution(s) as a poster.
TeacherSee briefing sheet
Should only intervene with your group but should observe other groups working – circulate!
ObserverTake notes of what happens – later you will lead your group’s discussion
Activity 2
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Assessment 12
FeedbackSummativeFormative
Talk one at a time. Share ideas and listen to each other. Make sure people listen to you. Follow on. Challenge. Respect each other’s opinions. Build on mistakes. Share responsibility. Try to agree in the end.
Activity 2: Ground rules for learners
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Assessment 13
FeedbackSummativeFormative
Task 1: The school fair – games of chance
10 20
X
Here are two spinners you could use in a game of chance at a school fair.
If you were running the game how could you make a profit?
1510
20
X
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Assessment 14
FeedbackSummativeFormative
Pupils
Teacher
Observer
Change roles
Activity 2: Before the second task
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Assessment 15
FeedbackSummativeFormative
Task 2: A raceIn a school playground there are two trees: one is small and one is large.
There is also a straight fence.
A group of pupils organise a race: each pupil starts at the small tree, then has to touch the large tree followed by the fence before running back to the small tree.
Where is the best place for a pupil to touch the fence?
This task was inspired by the following paper
Petit S. (2006): Le tilleul et le marronier. Bulletin de l’APMEP n°466 p. 597
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Assessment 16
FeedbackSummativeFormative
In your group with an observer acting as chair discuss your experiences.
Remember to consider issues from the point of view of both the teacher and the learner.
Discussion
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Assessment 17
FeedbackSummativeFormative
Your discussions should focus on teacher feedback / interventions.As a group you may like to start by briefly re-capping what happened during one of the tasks. Think about the pupils’ engagement with mathematical thinking – how much of this was there, and at what level? Then consider:How did teacher interventions change the direction and focus of pupils’ learning? How did pupils feel?How did the teacher …. feel? ….know how to react to their observations?
Discussion
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Assessment 18
FeedbackSummativeFormative
Draw up some guidelines for teachers about how they might intervene and give feedback when working with groups of pupils on modelling tasks.
Discussion task
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Assessment 19
FeedbackSummativeFormative
You will: Consider how, as a teacher, you should give feedback to
pupils both formally and as they work in groups on modelling tasks
Objectives (Session 1)
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Assessment 20
FeedbackSummativeFormative
“How can the teacher draw on all students’ thinking ensuring that all have opportunities to contribute to the work of the group?”
“How does the teacher intervene in such a way as to encourage the group to continue with their discussions?”
Some ideas for discussion
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Assessment 21
FeedbackSummativeFormative
Don’t forget to use your teacher diary to: reflect on this session reflect on giving feedback to pupils who are involved in
modelling tasks when you work with them in your classroom
Teacher diaries
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Assessment 22
FeedbackSummativeFormative
Session 2
Peer and self assessment
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Assessment 23
FeedbackSummativeFormative
You will: Consider how, as a teacher, you should give feedback to
pupils as they work in groups on modelling tasks (Session 1)
Consider strategies that involve pupils in learning how to assess their own work (Session 2)
Objectives
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Assessment 24
FeedbackSummativeFormative
Assessment for LearningUnderlying philosophy
Sharing objectivesPedagogic practices
Questioning FeedbackFormative
use of summative assessment
Peer & Self
Assessment
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Assessment 25
FeedbackSummativeFormative
You will develop guidelines for teachers about how they and their students can assess work and give advice about how to improve aspects of modelling.
Outcomes
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Assessment 26
FeedbackSummativeFormative
TaskBungee jumping
If you make a bungee jump it is important to make sure that the elastic rope is the correct length.
Sometimes people make the jump over a river and their head just touches the surface of the water.
How long should a bungee rope be? Thanks to Criusha, published
at Wikimedia Commons
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Assessment 27
FeedbackSummativeFormative
Real-world problem
Mathematical problem
Mathematical solution
Real solution
Mathematical world
Real world
Setting up the model
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Assessment 28
FeedbackSummativeFormative
1
2
3
4
Students require support to simplify the situation
Setting up a model
Students make good decisions that allow them to simplify a complex situation
Students can find and use some necessary information to simplify parts of a complex situation.
Students can use a range of information to simplify a situation.
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Assessment 29
FeedbackSummativeFormative
Real-world problem
Mathematical problem
Mathematical solution
Real solution
Mathematical world
Real world Interpretation
Working accurately
Setting up the model
Validation & reflection
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Assessment 30
FeedbackSummativeFormative
1
2
3
4
Interpreting
Students have difficulty and require a lot of support in interpreting the situation
With support students (eg by being asked appropriate questions) are able to interpret the situation
Students are able to interpret the situation, but not in depth
Students interpret the situation thoroughly and in depth
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Assessment 31
FeedbackSummativeFormative
1
2
3
4
Reporting
Students are not independently able
to report their work satisfactorily
With support and guidance students are able to produce a satisfactory report of their work
Students can independently produce a good account of their work
Students produce a comprehensive report of their work
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Assessment 32
FeedbackSummativeFormative
What strategies can you use to encourage ………………….
Peer assessment
Self assessment?
Activity 1: Involving students in peer and self assessment
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Assessment 33
FeedbackSummativeFormative
You will: Consider how, as a teacher, you should give feedback to
pupils as they work in groups on modelling tasks (Session 1)
Consider strategies that involve pupils in learning how to assess their own work (Session 2)
Objectives
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Assessment 34
FeedbackSummativeFormative
You will develop guidelines for teachers about how they and their students can assess work and give advice about how to improve aspects of modelling.
Outcomes
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Assessment 35
FeedbackSummativeFormative
Don’t forget to use your teacher diary to: reflect on this session plan how you will involve your students in some peer
assessment activities in future modelling lessons.
Teacher diaries