10/28/15 ¡ Formative Assessment in the Mathematics Classroom Presenters: Tammy Moynihan Candis Holtz Mathematics Teaching Practices Elicit and use evidence of student thinking. 1 ¡
10/28/15 ¡ Fist to Five Activity “What is your understanding of Formative Assessment?” Rubric Closed fist = “I have no idea.” 1 = “I barely understand.” 2 = “I understand a bit but don’t know how to explain it.” 3 = “I understand it but cannot explain it well.” 4 = “ I understand it and can do an adequate job explaining it.” 5 = “I have an amazing understanding and can teach anyone!” Fist to Five When: Throughout the lesson. Formative Assessment: Immediate feedback of student comfort-level of a given topic. 2 ¡
10/28/15 ¡ GIVE ME FIVE When: Launch of the lesson. Formative Assessment: Determine students’ prior knowledge related to the lesson Example: Write down five things you know about formative assessment. Be ready & willing to share! Formative Assessment: Wisconsin’s Interpretation “Formative Assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve teachers’ and students’ self-assessment, reflection, and attainment of curricular learning targets/goals.” 3 ¡
10/28/15 ¡ Formative Assessment Goals 1. Clarify intended learning targets. 2. Teacher adjusts instruction. 3. Student self-adjusts thinking. 4. Peer-to-peer feedback. Agreement Circles Activity 4 ¡
10/28/15 ¡ Agreement Circles WE LOVE THIS ONE! When: Whenever Formative Assessment: Students have opportunities to change their thinking; teacher has feedback of student understanding and can make immediate lesson adjustments. Reciprocal Teaching Elbow Partners: Juicy Math! Oldest person - state all of the • characteristics of a square. Youngest person - state all of • the characteristic of a rhombus. W h e n : A l l o f t h e t i m e , p a i r e d u p w i t h e l b o w p a r t n e r s , t h e n s h a r e w i t h l a r g e r g r o u p s F o r m a t i v e A s s e s s m e n t : P r o v i d e f e e d b a c k t o t e a c h e r a n d s t u d e n t . 5 ¡
10/28/15 ¡ DYAD This is NOT a conversation! When: Beginning of the lesson to review previous lesson. Formative Assessment: Help students to reflect on and adjust or add to their understanding. What’s on My Back? A Sticky Note Surprise When: At the beginning of the unit when assessing their prior knowledge of shapes. Formative Assessment: Provide feedback to teacher about student’s knowledge about characteristics of shapes. 6 ¡
10/28/15 ¡ Carousel When: reviewing and practicing topics (i.e solving problems) Formative Assessment: Help students to reflect on and adjust or add to their understanding. Connecting Formative Assessments to the Standards for Mathematic Practices 1. Make sense of problems and persevere in solving them. Students must be taught how to monitor their work and make adjustments as needed. Example: Have students periodically reflect on chapter learning targets to assess their understanding. 3. Construct viable arguments and critique the reasoning of others. Peer assessment supports this! Example: Give success criteria using a rubric. Source: Mathematics Coaching: Resources and Tools for Coaches and Leaders, K-12 (Pearson Education, Inc., 2014, page 98) 7 ¡
10/28/15 ¡ Connecting Formative Assessments to the Standards for Mathematic Practices 4. Model with mathematics. Students create models for their understanding and teachers view models. 8. Look for and express regularity in repeated reasoning. When students notice patterns in their own work and connect current work with prior math lessons, they demonstrate that they are making sense of the math and see the connections. Source: Mathematics Coaching: Resources and Tools for Coaches and Leaders, K-12 (Pearson Education, Inc., 2014, page 98) Think-Pair-Share When: Each lesson that requires a higher depth of knowledge, especially questions that are not intensely scaffolded. Formative Assessment: The teacher can listen to student discussion to adjust misconceptions. Students can adjust their thinking based upon peer responses. 8 ¡
10/28/15 ¡ Think- hink- Pair air- Shar hare Text: CPM Core Connections Algebra Math Vocab Guessing Game When: Reviewing vocab as a warm- up activity. Formative Assessment: Provide feedback to teacher and student, especially if students aren’t able to guess their word. 9 ¡
10/28/15 ¡ Create the Problem When: Launch of activity Formative Assessment: Students apply their prior learning to create a task given the solution. Question posed to the students: “Your team facilitator will choose two x-intercepts, with one being an integer and the other a fraction. As a team, write the quadratic equation in standard form that has these as x-intercepts.” 10 ¡
10/28/15 ¡ Concept Map When: Chapter and vocab review. Formative Assessment: Misconceptions are realized. Four Corners When: Review for vocabulary Formative Assessment: Students are grouped together with other students of similar thinking to discuss and potentially make adjustments in thinking. 11 ¡
10/28/15 ¡ Silent Debate When: Comparing two topics. Formative Assessment: Students determine if they have an understanding of the topic. “ A triangle is better than a quadrilateral.” Largest foot = pro; Elbow partner = con Elevator When: Teams are given several problems to work on. Formative Assessment: Teacher is able to quickly discern the pace of team work and can focus attention on teams that may be struggling or moving along faster than expected. 12 ¡
10/28/15 ¡ 6 Degrees of Separation, or less! When: Reviewing vocab Formative Assessment: Students collaborate and adjust thinking. “Create a 6 Degrees of Separation between DIAMETER and KITE!” Formative Assessments We Have Used: 13 ¡
10/28/15 ¡ Hot Question: Factor 81 𝑛↑ 2 −1 Potato When: Students are able to systematically solve a problem or a situation. Formative Assessment: Students must adjust thinking in order for the next step in the problem to be completed. I Have, Who Has When: practice & repetition of a skill Formative assessment: Students able to get immediate feedback and quickly adjust future thinking. Teacher is able to use scaffolding. 14 ¡
10/28/15 ¡ Frayer Model When: At the end of a chapter to create a Word Wall of chapter terms. Formative Assessment: Used to clarify understanding of term and concepts. FACTs We Have Used: 15 ¡
10/28/15 ¡ Red Cup – Blue Cup R E D R E D C U P C U P = = “ W E “ W E N E E D N E E D H E L P ” H E L P ” O R O R “ W E “ W E W O U L D O U L D L I K E L I K E YO U TO C H E C K O U R W O R K B E F O R E C O N T I N U I N G YO O N O N TO O T H E T H E N E X T N E X T P R P R O B L E M ” O B L E M ” B L B L U E U E C U P C U P = = “ W E “ W E A R E A R E C O N F I D E N T L C O N F I D E N T LY Y W O R K I N G ” O R K I N G ” When: When giving students a series of problems to work on within their groups. Formative Assessment: Students self- assess their understanding and indicate to the teacher when they need assistance. Exit Ticket Exit xit Tic icket et When: At the end of the class period before students are able to leave the classroom. Formative Assessment: Students able to communicate in writing thoughts about a specific topic. Can be a quick snapshot of student understanding. 16 ¡
10/28/15 ¡ Exit Ticket Ideas O f t h e s e t h r e e t o p i c s , w h i c h o n e w a s t h e m u d d i e s t p o i n t f o r 1. y o u ? W h y ? C r e a t e a f l a s h c a r d o f t h e v o c a b u l a r y w o r d t h a t w a s n e w f o r 2. y o u t o d a y. F r o m t h e g e o m e t r y Wo r d Wa l l , p i c k t w o v o c a b u l a r y w o r d s a n d 3. d r a w a d i a g r a m t h a t c o m b i n e s b o t h w o r d s i n t o o n e p i c t u r e . ( i . e . r i g h t a n g l e & s u p p l e m e n t a r y a n g l e s c a n b e d r a w n a s t w o a d j a c e n t a n g l e s ) W h a t w a s t h e m o s t s i g n i f i c a n t i d e a y o u g a i n e d f r o m t h e 4. l e s s o n ? I w i l l b e t t e r u n d e r s t a n d t h i s i f … 5. Two Stars and a Wish for this presentation. 17 ¡
10/28/15 ¡ Questions? Contact us! TAMMY MOYNIHAN tammoyni@ocontofalls.k12.wi.us CANDIS HOLTZ canholtz@ocontfalls.k12.wi.us 18 ¡
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