The mathematics standardFocus on significant and correct mathematics

The learning standardAssessment as an integral part of instruction

The equity standardHigh expectations for all studentsMultiple approaches

The openness standardClear rubrics and expectations, with examples and non-examples

The inferences standardUse multiple assessments to draw conclusions

The coherence standardAligned with objectives and instruction

What are some types of assessment that fit in each section?

Concepts and Procedures

Mathematical Processes

Productive Disposition

Tasks that are connected to actual problem-solving activities used in instruction.

Could be a task used in problem-based instructionWhy?

What does the teacher need to do to have the problem that was used for instruction become the formative assessment?

Rubrics

Performance indicators

Notes

See samples in Field Experience Guide p. 73, 75

Students express their own ideas and use their own words and language

"The work for many of your instructional tasks can and should go in the journal, communicating that the work is important and you do want to see it even if you are not always going to grade it" (p. 85)

You can also use a journal for self-assessment

Provides in-depth information about students‘ conceptual understanding

Provides evidence of misunderstandings

"Tests of procedural knowledge should go beyond just knowing how to perform and algorithm and should allow and require the student to demonstrate a conceptual basis for the process" (p. 88).Tips:1. Permit students to use calculators (except for computation tests)2. Use manipulatives and drawings3. Include opportunities for explanations4. Avoid always using "preanswered" tests

Teach fundamental concepts and processes. Don't be talked into focusing only on procedures in an effort to increase test scores.

Teach specific noncontent test taking strategies.

What gets graded gets valued.

What does this mean? How can you teach and assess appropriately while still grading?

“Teaching for equity attempts to attain equal outcomes for all students by being sensitive to individual differences” (p. 93).

Response to Intervention (RTI)Came from IDEA 20043 tiered instruction with “corresponding monitoring of results and outcomes” (p. 96)Utah’s 3 Tiered Model of Mathematics Instruction

explicit strategy instructionshould use multiple models can use peer-assisted learning

BeforeStructure the environmentIdentify potential barriers

DuringProvide clarity

AfterConsider alternative assessmentsEmphasize practice and summary

Strategies for ELLsWrite and state the content and language objectivesBuild backgroundEncourage the use of native languageUse comprehensible inputExplicitly teach vocabularyPlan cooperative/interdependent groups to support languageCreate partnerships with families

Be aware of gender equityNumber of questionsType and depth of questioningExpectations

Don’tGive them more of the same task if they finish quicklyJust give them free time if they finish earlyAlways pair them with a less able student to help them

DoProvide opportunities for acceleration through curriculum compacting (vertical)Create enrichment activities related to the math concepts (horizontal)Increase the level of complexity or sophisticationProvide novel experiences

Use hyperlinked document