Elicit and use evidence of student thinking. 1 10/28/15 Fist - - PDF document

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Presenters: Tammy Moynihan Candis Holtz

Formative Assessment in the Mathematics Classroom

Mathematics Teaching Practices

Elicit and use evidence of student thinking.

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“What is your understanding of Formative Assessment?”

Fist to Five Activity

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!”

When: Throughout the lesson. Formative Assessment: Immediate feedback of student comfort-level of a given topic.

Fist to Five

10/28/15 ¡ 3 ¡ 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!

GIVE ME FIVE

“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.”

Formative Assessment: Wisconsin’s Interpretation

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• 1. Clarify intended learning

targets.

• 2. Teacher adjusts

instruction.

• 3. Student self-adjusts

thinking.

• 4. Peer-to-peer feedback.

Formative Assessment Goals

Agreement Circles Activity

10/28/15 ¡ 5 ¡ 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.

Agreement Circles

Elbow Partners:

• 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 .

Reciprocal Teaching

Juicy Math!

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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.

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Carousel

When: reviewing and practicing topics (i.e solving problems) Formative Assessment: Help students to reflect

• n 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)

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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)

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.

Think-Pair-Share

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Think- hink- Pair air- Shar hare

Text: CPM Core Connections Algebra

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.

Math Vocab Guessing Game

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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.”

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When: Chapter and vocab review. Formative Assessment: Misconceptions are realized.

Concept Map

When: Review for vocabulary Formative Assessment: Students are grouped together with other students of similar thinking to discuss and potentially make adjustments in thinking.

Four Corners

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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.

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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:

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Hot 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. Question: Factor 81​𝑛↑2 −1

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.

I Have, Who Has

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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.

Frayer Model

FACTs We Have Used:

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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 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 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.

Red Cup – Blue Cup

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.

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1.

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 y o u ? W h y ?

2.

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 y o u t o d a y.

3.

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 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 )

4.

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 l e s s o n ?

5.

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 …

Exit Ticket Ideas

Two Stars and a Wish for this presentation.

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TAMMY MOYNIHAN tammoyni@ocontofalls.k12.wi.us CANDIS HOLTZ canholtz@ocontfalls.k12.wi.us

Questions? Contact us!