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transcript
Proficiency-
Based
Assessment:
Implications for
our Practice
Nicole Rigelman
Portland State University
Teachers of Teachers Mathematics
Conference
September 7, 2013
Sess
ion
Ove
rvie
w
Our Grading Practices
Policy Influencing Oregon Schools
Implementation Examples Affordances Challenges Implications for Our
Practice as We Prepare
Future Mathematics Educators
Cri
tica
l Q
uest
ions On what basis do you
determine grades in
your courses? For what purpose?http://goo.gl/QJCI5x
Indiv
idual S
tudent
Ass
ess
ment,
Reco
rdke
epin
g,
Gra
din
g, and R
eport
ing -
HB
2220 Determine the
student’s progress toward achieving the
academic content standards (align instruction to standards).
Indiv
idual S
tudent
Ass
ess
ment,
Reco
rdke
epin
g,
Gra
din
g, and R
eport
ing -
HB
2220 Show, at least
annually, the student
and parents whether
the student’s progress
to standards meets or
exceeds grade-level standards expectations.
Indiv
idual S
tudent
Ass
ess
ment,
Reco
rdke
epin
g,
Gra
din
g, and R
eport
ing -
HB
2220
Assure that a student’s academic grades reflect his/her
academic proficiency.
Gra
din
g
Ele
ments
Major exams
Performance
assessments
Reports or
projects
Student
portfolios
Exit tickets or
tasks
Students’
notebooks or
journals
Classroom
observations
Oral
presentations
Homework
completion
Homework
quality
Class
participation
Work habits and
neatness
Class attendance
Punctuality of
assignments
Class behavior or
attitude
Progress made
Class
participation
Work habits and
neatness
Effort put forth
Resp
onse
fro
m
Dis
tric
ts Align instruction to standards Assure grades reflect
academic proficiency
What the assessment research tells us…
Grading IS NOT essential in the
teaching and learning process.Feedback IS!!!
Ass
ess
ment
for
Learn
ing
Clarifying, understanding,
and sharing learning
intentions. Engineering effective
classroom discussions, tasks
and activities that elicit
evidence of learning.
Providing feedback that
moves learners forward.
Activating students as
learning resources for one
another. Activating students as
owners of their own learning.
- Black and Wiliam, 1998, 2009
Ass
ess
ment
for
Learn
ing
Clarifying, understanding,
and sharing learning
intentions. Engineering effective
classroom discussions, tasks
and activities that elicit
evidence of learning.
Providing feedback that
moves learners forward.
Activating students as
learning resources for one
another. Activating students as
owners of their own learning.
- Black and Wiliam, 1998, 2009
Clarifying, understanding, and sharing learning intentions.
Engineering effective classroom discussions, tasks
and activities that elicit evidence of learning.
Examining Student Thinking: Geometric patterning tasks
Two 3rd grade tasks and associated student work samples
Questions to consider:
What mathematical ideas do these tasks draw out?
What do you notice? What do you wonder?
What surprises you?
What are the implications for your practice?
A Typical Algebra Task
How many squares will be in the 25th arrangement?
Figure Number 1 2 3Total Number of Squares
5 7 9
A Revised Version of The Algebra Task
Investigate and report all you can about this pattern.
Figure Number 1 2 3Total Number of Squares
5 7 9
You may want to consider including things like:
observations about the pattern
a rough sketch or picture of some larger figures in this pattern
some different ways of 'finding' the total number of tile in any figure in pattern (like methods of counting, a table, a graph, a formula or rule)
Which figure has 120 tiles? How did you decide? What is another way to determine this?
How would you convince somebody else that you are right?
Figure Number 1 2 3Total Number of Tile
3 8 15
Investigate and report all you can about the following growing pattern.
1 2 3 4 5 6 7 8 9 100
20
40
60
80
100
120
Figure Number
To
tal
Nu
mb
er
of
Til
e
Figure Number
1 2 3 4 5 6 7 8 9 10
Total Number of Tile
3 8 15
You may want to consider including things like:
observations about the pattern
a rough sketch or picture of some larger figures in this pattern
some different ways of 'finding' the total number of tile in any figure in pattern (like methods of counting, a table, a graph, a formula or rule)
Which figure has 120 tiles? How did you decide? What is another way to determine this?
How would you convince somebody else that you are right?
Figure Number 1 2 3Total Number of Tile
3 8 15
Investigate and report all you can about the following growing pattern.
Providing feedback that
moves learners forward.
3 M
ajo
r Q
uest
ions
Where am I going (the
goals)? = feedup How am I going? = feedback
Where to next? Feedforward
Hattie and Timperley, 2007
Activating students as owners of their own learning.
Think Thank
Thunk
•Click above to access his page, video of
his TEDx Presentation on the right sidebar.
•BlueHarvest Feedback is his grading
program
Big
ideas
Differentiate by posing a
good task and interacting
with groups/individuals
based on observed needs.
Specify learning targets
met as revealed in the
student work and press for
additional possibilities…
with feedback (feedforward) that presses
students to consider next
steps/questions.
Implications
What are the implications for
our practice as we prepare
future mathematics educators?