growth-based assessment in mathematics june 12, 2012 matthew grupp lakeview elementary school meadow...

GROWTH-BASED ASSESSMENT IN MATHEMATICS

JUNE 12, 2012

Matthew GruppLakeview Elementary SchoolMeadow Lake, SK

OUTCOMES

OUTCOMES • Share a curriculum-based formative assessment framework for mathematics

OUTCOMES • Share a curriculum-based formative assessment framework for mathematics

• Outline applications of this

tool for RTI

OUTCOMES • Share a curriculum-based formative assessment framework for mathematics

• Outline applications of this tool

for RTI• Identify benefits of the

assessment tool at the school- and system-level

CONTEXT

CONTEXT • French Immersion Integrated Program of Study

CONTEXT • French Immersion Integrated Program of Study• Student-directed Inquiry Model

CONTEXT • French Immersion Integrated Program of Study• Student-directed Inquiry Model

– Results in asynchronous learning

CONTEXT • French Immersion Integrated Program of Study• Student-directed Inquiry Model

– Results in asynchronous learning• Radical Integration

CONTEXT • French Immersion Integrated Program of Study• Student-directed Inquiry Model

– Results in asynchronous learning• Radical Integration

– Requires specific attention to basic skills

PROFESSIONAL INQUIRY QUESTIONS

PROFESSIONAL INQUIRY QUESTIONS

1. How do we ensure that all students achieve the breadth of the curriculum when learning is asynchronous?

PROFESSIONAL INQUIRY QUESTIONS

1. How do we ensure that all students achieve the breadth of the curriculum when learning is asynchronous?

2. How do we ensure basic skills are being appropriately addressed in an integrated, holistic program?

PROFESSIONAL INQUIRY QUESTIONS

1. How do we ensure that all students achieve the breadth of the curriculum when learning is asynchronous?

2. How do we ensure basic skills are being appropriately addressed in an integrated, holistic program?

3. When learning is asynchronous, how do we ensure that assessment is timely?

THEORETICAL MODEL

THEORETICAL MODEL

THEORETICAL MODEL

Global learning requires a solid foundation

THEORETICAL MODEL

Qualitative

THEORETICAL MODEL

Qualitative

• Portfolio

THEORETICAL MODEL

Qualitative

• Portfolio• Observation

al

THEORETICAL MODEL

Qualitative

• Portfolio• Observation

al• Performanc

e

THEORETICAL MODEL

Qualitative

• Portfolio• Observation

al• Performanc

e• Discussion

THEORETICAL MODEL

Qualitative

• Portfolio• Observation

al• Performanc

e• Discussion• Reflection

THEORETICAL MODEL

Qualitative

• Portfolio• Observation

al• Performanc

e• Discussion• Reflection

Quantitative

THEORETICAL MODEL

Qualitative

• Portfolio• Observation

al• Performanc

e• Discussion• Reflection

Quantitative

• Short Answer

THEORETICAL MODEL

Qualitative

• Portfolio• Observation

al• Performanc

e• Discussion• Reflection

Quantitative

• Short Answer

• True/False

THEORETICAL MODEL

Qualitative

• Portfolio• Observation

al• Performanc

e• Discussion• Reflection

Quantitative

• Short Answer

• True/False• Multiple-

Choice

THEORETICAL MODEL

Qualitative

• Individualized

Quantitative

THEORETICAL MODEL

Qualitative

• Individualized

• Subjective

Quantitative

THEORETICAL MODEL

Qualitative

• Individualized

• Subjective

Quantitative

• Common

THEORETICAL MODEL

Qualitative

• Individualized

• Subjective

Quantitative

• Common• Objective

PROPOSED SOLUTION

PROPOSED SOLUTION

Develop an assessment framework that is:

PROPOSED SOLUTION

Develop an assessment framework that is:

– Quantitative

PROPOSED SOLUTION

Develop an assessment framework that is:

– Quantitative– Common

PROPOSED SOLUTION

Develop an assessment framework that is:

– Quantitative– Common– Outcome-based

PROPOSED SOLUTION

Develop an assessment framework that is:

– Quantitative– Common– Outcome-based– Longitudinal

DEVELOPMENTPROCESS

DEVELOPMENTPROCESS

1. Select scope for pilot project (Gr. 3 Math)

DEVELOPMENTPROCESS

1. Select scope for pilot project (Gr. 3 Math)

2. Review NWSD Common Rubrics

DEVELOPMENTPROCESS

1. Select scope for pilot project (Gr. 3 Math)

2. Review NWSD Common Rubrics3. Select “guaranteed must-learn

indicators” for each outcome (40 in total)

DEVELOPMENTPROCESS

1. Select scope for pilot project (Gr. 3 Math)

2. Review NWSD Common Rubrics3. Select “guaranteed must-learn

indicators” for each outcome (40 in total)

4. Generate four multiple-choice questions per indicator selected

DEVELOPMENTPROCESS

1. Select scope for pilot project (Gr. 3 Math)

2. Review NWSD Common Rubrics3. Select “guaranteed must-learn

indicators” for each outcome (40 in total)

4. Generate four multiple-choice questions per indicator selected

5. Randomize question set

DEVELOPMENTPROCESS

1. Select scope for pilot project (Gr. 3 Math)

2. Review NWSD Common Rubrics3. Select “guaranteed must-learn

indicators” for each outcome (40 in total)

4. Generate four multiple-choice questions per indicator selected

5. Randomize question set6. Divide questions into daily

quizzes of five questions each

DEVELOPMENTPROCESS

1. Select scope for pilot project (Gr. 3 Math)

2. Review NWSD Common Rubrics3. Select “guaranteed must-learn

indicators” for each outcome (40 in total)

4. Generate four multiple-choice questions per indicator selected

5. Randomize question set6. Divide questions into daily quizzes

of five questions each7. Design an easy-to-use data

entry and analysis tool using Excel

THE ASSESSMENT TOOLKIT

PILOT IMPLEMENTATION(MARCH – JUNE, 2012)

0 10 20 30 40 50 600

10

20

30

40

50

60

70

80

90

100

Daily Raw Mean Scores

BENEFITS

BENEFITS 1. Helps organize data by indicator

BENEFITS 1. Helps organize data by indicator

2. Compatible with Outcomes-based reporting

BENEFITS 1. Helps organize data by indicator

2. Compatible with Outcomes-based reporting

3. Based on Saskatchewan Curriculum

BENEFITS 1. Helps organize data by indicator

2. Compatible with Outcomes-based reporting

3. Based on Saskatchewan Curriculum

4. Provides a framework for Math RTI

BENEFITS 1. Helps organize data by indicator

2. Compatible with Outcomes-based reporting

3. Based on Saskatchewan Curriculum

4. Provides a framework for Math RTI

5. Addresses Assessment for Learning, Assessment of Learning, and Assessment as Learning

BENEFITS 1. Helps organize data by indicator

2. Compatible with Outcomes-based reporting

3. Based on Saskatchewan Curriculum

4. Provides a framework for Math RTI

5. Addresses Assessment for Learning, Assessment of Learning, and Assessment as Learning

6. Reduces redundancy in assessment development

BENEFITS 1. Helps organize data by indicator

2. Compatible with Outcomes-based reporting

3. Based on Saskatchewan Curriculum

4. Provides a framework for Math RTI

5. Addresses Assessment for Learning, Assessment of Learning, and Assessment as Learning

6. Reduces redundancy in assessment development

7. Facilitates teachers in refocussing assessment development on qualitative tools directed to higher-level thinking skills

BENEFITS 1. Comprehensive

BENEFITS 1. Comprehensive2. Efficient

BENEFITS 1. Comprehensive2. Efficient 3. Easy to Use

BENEFITS 1. Comprehensive2. Efficient 3. Easy to Use4. Modular

BENEFITS 1. Comprehensive2. Efficient 3. Easy to Use4. Modular5. Consistent with Policy

BENEFITS 1. Comprehensive2. Efficient 3. Easy to Use4. Modular5. Consistent with Policy6. Consistent with Best

Practise

BENEFITS 1. Comprehensive2. Efficient 3. Easy to Use4. Modular5. Consistent with Policy6. Consistent with Best

Practise7. Supports Accountability

BENEFITS 1. Comprehensive2. Efficient 3. Easy to Use4. Modular5. Consistent with Policy6. Consistent with Best

Practise7. Supports Accountability8. Supports Professional

Discourse

BENEFITS Student

Classroom/PLC

School

System Level

BENEFITS Student

Classroom/PLC

School

System Level

• Ongoing Practice• Immediate

Feedback

BENEFITS Student

Classroom/PLC

School

System Level

• Ongoing Practice• Immediate

Feedback

• Growth Monitoring• Long-Range

Planning

BENEFITS Student

Classroom/PLC

School

System Level

• Ongoing Practice• Immediate

Feedback

• Growth Monitoring• Long-Range

Planning

• RTI/Intervention Planning

• Teacher Supervision

BENEFITS Student

Classroom/PLC

School

System Level

• Ongoing Practice• Immediate

Feedback

• Growth Monitoring• Long-Range

Planning

• RTI/Intervention Planning

• Teacher Supervision

• In-Service Planning • External

Accountability

RESPONSE TO INTERVENTION

NEXT STEPS

NEXT STEPS 1. Revise Grade 3 Question Database

NEXT STEPS 1. Revise Grade 3 Question Database2. Develop Question Database for

Grades 2-6

NEXT STEPS 1. Revise Grade 3 Question Database2. Develop Question Database for Grades

2-63. Develop Question Database for

other rubric levels

NEXT STEPS 1. Revise Grade 3 Question Database2. Develop Question Database for Grades

2-63. Develop Question Database for other

rubric levels4. Extend the structure to other

domains

NEXT STEPS 1. Revise Grade 3 Question Database2. Develop Question Database for Grades

2-63. Develop Question Database for other

rubric levels4. Extend the structure to other domains

• Core factual knowlege in content subjects

NEXT STEPS 1. Revise Grade 3 Question Database2. Develop Question Database for Grades

2-63. Develop Question Database for other

rubric levels4. Extend the structure to other domains

• Core factual knowlege in content subjects

• Vocabulary & Syntactic Awareness

NEXT STEPS 1. Revise Grade 3 Question Database2. Develop Question Database for Grades

2-63. Develop Question Database for other

rubric levels4. Extend the structure to other domains

• Core factual knowlege in content subjects

• Vocabulary & Syntactic Awareness5. Incorporate self-assessment

component

QUESTIONS & FEEDBACK

Global learning requires a solid foundation

THANK YOU FOR YOUR TIME!

http://nwsdmathassessment.wikispaces.commatthew.grupp@nwsd.ca