Titular stuff

Growth-based assessment in mathematics

june 12, 2012Matthew GruppLakeview Elementary SchoolMeadow Lake, SK

Outcomes2OutcomesShare a curriculum-based formative assessment framework for mathematics3OutcomesShare a curriculum-based formative assessment framework for mathematicsOutline applications of this tool for RTI4OutcomesShare a curriculum-based formative assessment framework for mathematicsOutline applications of this tool for RTIIdentify benefits of the assessment tool at the school- and system-level5context6contextFrench Immersion Integrated Program of Study

7contextFrench Immersion Integrated Program of StudyStudent-directed Inquiry Model

8contextFrench Immersion Integrated Program of StudyStudent-directed Inquiry ModelResults in asynchronous learning

9contextFrench Immersion Integrated Program of StudyStudent-directed Inquiry ModelResults in asynchronous learningRadical Integration

10contextFrench Immersion Integrated Program of StudyStudent-directed Inquiry ModelResults in asynchronous learningRadical IntegrationRequires specific attention to basic skills

11Professional Inquiry questions12Professional Inquiry questionsHow do we ensure that all students achieve the breadth of the curriculum when learning is asynchronous?

13Professional Inquiry questionsHow do we ensure that all students achieve the breadth of the curriculum when learning is asynchronous?How do we ensure basic skills are being appropriately addressed in an integrated, holistic program?

14Professional Inquiry questionsHow do we ensure that all students achieve the breadth of the curriculum when learning is asynchronous?How do we ensure basic skills are being appropriately addressed in an integrated, holistic program?When learning is asynchronous, how do we ensure that assessment is timely?

15Theoretical model16Theoretical model

17Theoretical model

Global learning requires a solid foundation18Theoretical model

Qualitative

19Theoretical model

QualitativePortfolio

20Theoretical model

QualitativePortfolioObservational

21Theoretical model

QualitativePortfolioObservationalPerformance

22Theoretical model

QualitativePortfolioObservationalPerformanceDiscussion

23Theoretical model

QualitativePortfolioObservationalPerformanceDiscussionReflection

24Theoretical model

QualitativePortfolioObservationalPerformanceDiscussionReflection

Quantitative

25Theoretical model

QualitativePortfolioObservationalPerformanceDiscussionReflection

QuantitativeShort Answer

26Theoretical model

QualitativePortfolioObservationalPerformanceDiscussionReflection

QuantitativeShort AnswerTrue/False

27Theoretical model

QualitativePortfolioObservationalPerformanceDiscussionReflection

QuantitativeShort AnswerTrue/FalseMultiple-Choice

28Theoretical model

QualitativeIndividualized

Quantitative

29Theoretical model

QualitativeIndividualizedSubjective

Quantitative

30Theoretical model

QualitativeIndividualizedSubjective

QuantitativeCommon

31Theoretical model

QualitativeIndividualizedSubjective

QuantitativeCommonObjective

32Proposed solution33Proposed solutionDevelop an assessment framework that is:34Proposed solutionDevelop an assessment framework that is:Quantitative35Proposed solutionDevelop an assessment framework that is:QuantitativeCommon36Proposed solutionDevelop an assessment framework that is:QuantitativeCommonOutcome-based37Proposed solutionDevelop an assessment framework that is:QuantitativeCommonOutcome-basedLongitudinal38developmentprocess39developmentprocessSelect scope for pilot project (Gr. 3 Math)

40developmentprocessSelect scope for pilot project (Gr. 3 Math)Review NWSD Common Rubrics

41developmentprocessSelect scope for pilot project (Gr. 3 Math)Review NWSD Common RubricsSelect guaranteed must-learn indicators for each outcome (40 in total)

42developmentprocessSelect scope for pilot project (Gr. 3 Math)Review NWSD Common RubricsSelect guaranteed must-learn indicators for each outcome (40 in total)Generate four multiple-choice questions per indicator selected

43developmentprocessSelect scope for pilot project (Gr. 3 Math)Review NWSD Common RubricsSelect guaranteed must-learn indicators for each outcome (40 in total)Generate four multiple-choice questions per indicator selectedRandomize question set

44developmentprocessSelect scope for pilot project (Gr. 3 Math)Review NWSD Common RubricsSelect guaranteed must-learn indicators for each outcome (40 in total)Generate four multiple-choice questions per indicator selectedRandomize question setDivide questions into daily quizzes of five questions each

45developmentprocessSelect scope for pilot project (Gr. 3 Math)Review NWSD Common RubricsSelect guaranteed must-learn indicators for each outcome (40 in total)Generate four multiple-choice questions per indicator selectedRandomize question setDivide questions into daily quizzes of five questions eachDesign an easy-to-use data entry and analysis tool using Excel

46The assessment toolkit47Pilot implementation(march june, 2012)Daily Raw Mean Scores48benefits 49benefitsHelps organize data by indicator

50benefitsHelps organize data by indicatorCompatible with Outcomes-based reporting

51benefitsHelps organize data by indicatorCompatible with Outcomes-based reportingBased on Saskatchewan Curriculum

52benefitsHelps organize data by indicatorCompatible with Outcomes-based reportingBased on Saskatchewan CurriculumProvides a framework for Math RTI

53benefitsHelps organize data by indicatorCompatible with Outcomes-based reportingBased on Saskatchewan CurriculumProvides a framework for Math RTIAddresses Assessment for Learning, Assessment of Learning, and Assessment as Learning

54benefitsHelps organize data by indicatorCompatible with Outcomes-based reportingBased on Saskatchewan CurriculumProvides a framework for Math RTIAddresses Assessment for Learning, Assessment of Learning, and Assessment as LearningReduces redundancy in assessment development

55benefitsHelps organize data by indicatorCompatible with Outcomes-based reportingBased on Saskatchewan CurriculumProvides a framework for Math RTIAddresses Assessment for Learning, Assessment of Learning, and Assessment as LearningReduces redundancy in assessment developmentFacilitates teachers in refocussing assessment development on qualitative tools directed to higher-level thinking skills

56BenefitsComprehensive

57BenefitsComprehensiveEfficient

58BenefitsComprehensiveEfficient Easy to Use

59BenefitsComprehensiveEfficient Easy to UseModular

60BenefitsComprehensiveEfficient Easy to UseModularConsistent with Policy

61BenefitsComprehensiveEfficient Easy to UseModularConsistent with PolicyConsistent with Best Practise

62BenefitsComprehensiveEfficient Easy to UseModularConsistent with PolicyConsistent with Best PractiseSupports Accountability

63BenefitsComprehensiveEfficient Easy to UseModularConsistent with PolicyConsistent with Best PractiseSupports AccountabilitySupports Professional Discourse

64Benefits65BenefitsOngoing PracticeImmediate Feedback

66BenefitsOngoing PracticeImmediate Feedback

Growth MonitoringLong-Range Planning

67BenefitsOngoing PracticeImmediate Feedback

Growth MonitoringLong-Range Planning

RTI/Intervention PlanningTeacher Supervision

68BenefitsOngoing PracticeImmediate Feedback

Growth MonitoringLong-Range Planning

RTI/Intervention PlanningTeacher Supervision

In-Service Planning External Accountability

69Response to intervention70Next steps 71Next stepsRevise Grade 3 Question Database

72Next stepsRevise Grade 3 Question DatabaseDevelop Question Database for Grades 2-6

73Next stepsRevise Grade 3 Question DatabaseDevelop Question Database for Grades 2-6Develop Question Database for other rubric levels

74Next stepsRevise Grade 3 Question DatabaseDevelop Question Database for Grades 2-6Develop Question Database for other rubric levelsExtend the structure to other domains

75Next stepsRevise Grade 3 Question DatabaseDevelop Question Database for Grades 2-6Develop Question Database for other rubric levelsExtend the structure to other domainsCore factual knowlege in content subjects

76Next stepsRevise Grade 3 Question DatabaseDevelop Question Database for Grades 2-6Develop Question Database for other rubric levelsExtend the structure to other domainsCore factual knowlege in content subjectsVocabulary & Syntactic Awareness

77Next stepsRevise Grade 3 Question DatabaseDevelop Question Database for Grades 2-6Develop Question Database for other rubric levelsExtend the structure to other domainsCore factual knowlege in content subjectsVocabulary & Syntactic AwarenessIncorporate self-assessment component

78Questions & feedback

Global learning requires a solid foundation79Thank you for your time!http://nwsdmathassessment.wikispaces.commatthew.grupp@nwsd.ca