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