Mathematics PD Assessment - 2011

Mathematics PDAssessment Presented by Shingai MuchecheterwaVani Pillay01 June 2011

1We assess learning because:-It gives us feedback on our teachingIt gives us information on how much learning took place It provides us with information on the knowledge and skills that have been developed andWhat knowledge and skills need further developingWhen planned carefully, assessments can be useful in assisting students to take responsibility for their own learning.

Why do we assess?To gain an insight into their thought processes To understand their learning styles and the strategies they are using.To challenge them into deeper thinking.

Why do we assess learningAssessment provide information to improve the teaching and learning of mathematics. Teachers need to be clear about the learning goals for their students assessment tasks should reflect the learning goals for students. The information on students achievement and progress helps determine the grouping of students and planned activities to meet the needs of the students. Assessment is therefore an integral part of the teaching programme. An authentic assessment task is one that closely resembles the learning goal and learning experiences of the students. The language and format of the assessment should be familiar to the students.

How do we assess learning?To collect information that can enable us improve teaching and learning. This is achieved by:Setting clear learning goals.Setting tasks that reflect learning intentions.Planning activities that meet the needs of our students.Embedding assessment in the teaching and learning.There needs to be clear alignment between the goals, learning intentions, tasks, activities and assessment. Without this alignment we will confuse the students- so this needs to be done in the planning process.The language and format of assessments should be familiar to the students.

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Source URL: http://nzmaths.co.nz/node/1730

How do we assess learning?We also do assessments to gather information that will enable us to determine the level at which a student is functioning thereby assisting us to plan for the next step.When planned carefully assessment can be useful in assisting students to take responsibility for their own learning. This can be achieved by continually sharing learning intentions, success criteria and involving them in making decisions about their learning.Scaffolding and giving feedback and feed forward is an integral part of our students learning and it enables us and them to monitor their learning and though processes.How we assess learning.Childrens work :should also be followed up with questioning in order to gain insight into their thought processes. This helps us to challenge them to deeper thinking and to plan for the next steps.How do we assess?Assessment needs to be planned for. It has to be aligned with learning goals, learning activities and experiences.Success criteria needs to be shared with the students as much as possible. Sharing learning intentions and success criteria is very important in that you are setting them up for assessment by focussing their attention on what they are learning and what they will be assessed on. When do we assess:-During the teaching learning situation- teacher plans the assessment activity and makes observations, anecdotal notes and a formative comment.Informally, throughout the day note this mentally write it on planning sheet, observation notes or on childs work sample. This is an effective method of assessment.Through work samples teacher questions and student explains his work.

Assessment should be:-MeaningfulManageableMeasurableTypes of assessmentDiagnostic - before ( What students know prior to being taught)ObservationsChecklistsEarlier work samplesStudents response to stimuliAwareness/anticipation of activitiesBrainstormingOral questions

Types of AssessmentFormative - DuringobservationConferencing 1:1Learning conversationsComments/feedback on activityStudents work/activity samples, photographs, videoTypes of AssessmentSummative- EndChecklistActivity related presentationTask presentation Oral/visualSelf evaluationPortfolios of students workTeacher observation and anecdotal notesMeasurement - Time

Learning Intention:I am learning to tell the time on the hour

ASSESSMENT TYPE: FORMATIVE ASSESSMENTFormative assessment questioning and scaffoldingRoger placed both hands of the clock at 12.Teacher questioned :Why are both the hands at 12.Roger: It is 12 o clock.Teacher asked : What happens when the long hand is at 12Roger: It is o clock.Teacher: Place the hands on the clock and tell me the timeRoger: 1 o clock, 4 o clock, etc.

FORMATIVE COMMENT ON OBSERVATION SHEETRoger understood the use of the long and short hand. He could tell the time on the hour on his own or when asked by staff. He told the time on the hour on the class clock as well.

ASSESSMENTMATH ROOM 6 2011NAME: Inamullah Sharif STRAND: Number

TERM/DATEACTIVITYLEARNING INTENTIONSKILL/SFORMATIVE COMMENTEVIDENCETerm 1Ordering of numbers 1-5Place numbers 1-5 in the right order CountingInamullah was given number cards. He named the numbers and began placing them in order. Ina picked number 1 first and continued with the rest of the numbers. PhotographMeasurement Days of the week

Learning intentionSophia will match the first 3 days of the week

ASSESSMENT TYPE:Diagnostic Assessment Prior knowledgeThe first 3 days were placed on the floor. Questions askedWhat day is that?She sang the days of the week and staff signed it too.The days were named and Sophia was requested to match the days.She looked at each one and picked the correct day and placed it under the teachers model.Sophia completed the task.Lots of praise for good work.

COMMENTS TO INFLUENCE GROUPING Sophia matched the first 3 days of the week.Next step she will identify the days by The initial letter or if possible through her own way.

Measurement Night

Learning IntentionKennedy will create a picture of night time

Assessment TypeSummativeKennedy created the picture and presented it to the group.He pointed to the moon when requested , by staff signing.Comments were written on the project and notes made on planning sheet.Informal Observation

During the cooking session students had to tell the others how many slices of bread we need to make a sandwich. Elijah (in the picture) took 2 slices of bread out of the bag and Inamullah indicated by picking up two fingers.This information indicates that these students understand the following:-Give two objectsIdentify the number 2Put objects next to the number 2Generalise the number 2 .Teacher could not this on the Math Planning or observation sheet.Types of assessments.Questioning

Childrens work should be annotated with how the student has performed the task and teacher questioning.Learning intention: To sort shapes according to his own criteria.

The teacher observed that Stanley responded to the task by sorting out all the triangles by colour.He then went on to the squares and was very systematic in the way he did it.until all the shapes were in the sorted.When asked why he made those groups, he told the teacher that he put them in their colour and shape groups.A whole lot more questioning went on.

Types of assessmentsObservation and scaffolding.To sort objects according to his own criteria.Jayden was asked which group had the least .He counted all the sets, by the time he got to the last one he had forgotten the rest.- Had to brainstorm through questioning how he can tell without counting.-He could point to the groups with the same number.

Types of assessmentsObservations: observing students while they perform a task gives you an insight into their thinking. However, observations are usually backed up by questioning in order to make the students thinking visible. These are called learning conversations e.g.L.I- To sort objects using his own criteria and explaining his rationale.

To add two numbers within 10.

AcknowledgementCurriculum and Evaluation Standards for School Mathematics, (National Council of Teachers of Mathematics)Source URL: http://nzmaths.co.nz/node/1730SKP Math Planning guide and SchemeStudents of Room 6 2011Students of Waterlea Sattelite 2011