Assessment FOR Learning: Mathematics
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This document discusses using assessment for learning in mathematics teaching. It focuses on collecting student data through tools like the Nelson Assessment Kit to inform lesson planning and differentiation. The goal is to gather clear evidence of individual student attainment in order to provide precise feedback and determine what each student needs to improve. If teachers commit to peer assessment and using student data to guide instruction, student engagement, learning and achievement will increase. The document encourages establishing transparent criteria and grading systems so students understand expectations and can coach each other.
Assessment FOR Learning: Mathematics
- 1. Curriculum Day August, 2012 Mathematics ASSESSMENT FOR LEARNING
- 3. LEARNING INTENTION for today • To effectively use assessment to improve student outcomes (Assessment FOR Learning) in our teaching of mathematics; • To differentiate student learning in our lesson planning using evidence gained from data in all areas of mathematics.
- 4. SUCCESS CRITERIA I have an understanding on how to collect clear evidence that informs me about hot to lift individual attainment; I have an understanding of how to administer, collect and collate data from NAK; I understand how to differentiate student learning in my lesson planning using evidence gained from data.
- 5. Baseline Data Do a KWL on Wallwisher! Go to this website and write http://wallwisher.com/wall down all the things you /assessforlearning Know, Want to know and during the session you can write down what you have Learnt about assessment for learning. Remember throughout the session, you can add your discoveries to the wall!
- 6. Assessment (general definition) Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning.
- 7. Assessment FOR Learning (Assessment Reform Group, 2002) Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there.
- 8. Assessment FOR Learning (DEECD, Prep to Year 10 Assessment Advice) Assessment FOR learning - occurs when teachers use inferences about student progress to inform their teaching
- 9. Assessment FOR Learning (Curiosity, NMR, 2012) Theory of Action for Teachers If we commit to peer assessment, and assessment for learning, then student engagement, learning and achievement well accelerate.
- 10. COMMIT TO ASSESSMENT FOR LEARNING Elaboration: -We collect clear evidence that informs us about how to lift individual attainment; -We offer clear feedback to, and seek clear feedback from, our students – this means we can be precise about what each student needs to improve and how best to get there; -Students know what grades/levels they are working at, and they have transparent criteria to enable peer coaching; -There is an evidence-based link between student learning and lesson planning.
- 11. What we currently have in place ASSESSMENT FOR LEARNING – Assessment that guides our teaching and learning. •Online Early Years Mathematics
- 12. Adopting consistent teaching protocols Nelson Assessment Kit. What does it look like?
- 13. Collecting clear evidence that informs us about how to lift individual attainment
- 14. There is evidence-based link between student learning and lesson planning Learning Intention Focus Teaching Group
- 15. There is evidence-based link between student learning and lesson planning Learning Intention Focus Teaching Group? What would their learning intention be?
- 16. Students know what grades/levels they are working at • Sustaining classroom cultures that encourage interaction and use of assessment tools.
- 17. Students know what grades/levels they are working at, ands they have transparent criteria to enable peer coaching
- 18. We offer clear feedback to, and seek clear feedback from, our students – this means we can be precise about what each student needs to improve and how best to get there; • Roving conferences
- 19. How do we solve this problem? What are we currently using to identify which tests to administer?
- 20. EYN & On Demand ADAPTIVE ASSESSMENT SCHEDULE •Online Early Years Numeracy F-2 •On Demand Years 3-6
- 21. Reflection Time Go back and REFLECT http://wallwisher.com/wall/as What do you now KNOW about Assessment FOR learning. Did you meet your success criteria?
Editor's Notes
- #13: Have a look at the tests F-6
- #14: Look at spreadsheet example – COLLATING DATA
- #15: Look at spreadsheet example – COLLATING DATA
- #16: Look at spreadsheet example – COLLATING DATA
- #17: Discussion on how you have to provide an environment that encourages mistakes! > Celebrating mistakes & developing a need to search for an answer. Show students your mistakes and your desire to find the right answer. Discuss with them your strengths & weakness and that it is ok – Ask the students for help with your weakness. Discussing that everyone learns differently and at different pace.
- #19: Discuss weekly planners – Do teachers have specified time in their planner for a teaching group, followed by a roving conference? How do they keep records of their roving conference?
- #20: How do we solve this problem? What are we currently doing to differentiate learning to meet student’s needs?
- #21: Look at Draft Assessment Schedule for Mathematics Open for discussion.