Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014 Disclaimer Leadership for the Common Core in Mathematics (CCLM^2) Project University of Wisconsin-Milwaukee, 2013–2014 This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes. This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program.
Transcript
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Disclaimer
Leadership for the Common Core in Mathematics (CCLM^2) ProjectUniversity of Wisconsin-Milwaukee, 2013–2014
This material was developed for the Leadership for the Common Core in Mathematics project through the University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER). This material may be used by schools to support learning of teachers and staff provided appropriate attribution and acknowledgement of its source. You may not use this work for commercial purposes.
This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality Program.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Keys to Quality Classroom Assessment: Sound Design
Common Core Leadership in Mathematics (CCLM)
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Learning Targets and Success Criteria
Learning Target:• Reflect on formative assessment principles and
evaluate your own assessment system.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
In September…
We reviewed: different types of learning targets. writing clear and understandable learning
targets in student friendly language.
As we dig into assessment, do we know how to make connections between learning targets and assessments?
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Vignettes on Formative Assessment
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Vignettes
Purpose: to deepen our understanding of formative assessment and recognize formative assessment strategies in classroom practice.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Vignette Set B
These vignettes illustrate extended examples of formative assessment practices and the interconnectedness of the various attributes. They should not be viewed as a complete description of formative assessment. It’s about how several strategies appear across vignettes. As individuals:• Read vignette. • Identify the formative assessment strategies.• Individually record strategies on paper.As a group:• Justify how classroom scenarios connect to Seven Strategies
of Assessment for Learning. (5 minutes max per vignette)Repeat process
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Reflections …..Think a moment about the vignette discussion and in your notebook make a list of any formative assessment strategies that you would like to build into your classroom assessment system.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Linking to Our Classroom PracticeGraffiti Chart
What ideas do you want to build into your own classroom assessment system?
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
So, What is Formative Assessment?
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Seven Strategies of Assessment for Learning
Take a look at the back of your binders. Which strategies do you currently use?
• Where am I going? • Where am I now?• How can I close the gap?
Are the strategies for the teacher or the student?
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
The Word “assess”
Comes from the Latin verb ‘assidere’ meaning “to sit with”. In assessment one is supposed to sit with the learner. This implies it is something we do with and for students and not to students (Green, 1998)
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Reflecting on Chapter 4Now that you have discussed these vignette’s in relation to Seven Strategies of Assessment for Learning, it is time to connect this back to your classroom practice.
Take out your homework.
Switch papers: Read and comment on one assessment idea. Consider, how will you enrich your own assessment system?
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Big Ideas
Graffiti ChartHow will you enrich your own assessment system?
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Learning Targets and Success Criteria
Learning Target:• Reflect on formative assessment principles and
evaluate your own assessment system.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
HomeworkFirst: Read Chapter 9 pages 297 - 307.
Second: Looking ahead ……• Choose the unit you will be teaching in November.
Read three lessons and write learning targets for these lessons. Targets will be discussed in small groups.
• Consider: Type of target, student friendly language, embedded math idea not a math activity
