hrsb, 2009 act ix cohort “assessment as pd” plc’s at work day 3 professional development...

HRSB, 2009HRSB, 2009

ACT IX CohortACT IX Cohort

“Assessment as PD”“Assessment as PD”PLC’s at WorkPLC’s at Work

Day 3Day 3Professional DevelopmentProfessional Development

January 22, 2009January 22, 2009


PLC’s Three Big Ideas:PLC’s Three Big Ideas: A PLC by definition A PLC by definition isis…and it …and it doesdoes…?…? Where along the spectrum are you?Where along the spectrum are you?

The Big Ideas:The Big Ideas:1. Ensuring that students learn1. Ensuring that students learn2. A Culture of Collaboration2. A Culture of Collaboration3. A Focus on Results3. A Focus on Results


PLC Conversation…PLC Conversation…

In small groups discuss:In small groups discuss:

What would effective PLC dialogue sound What would effective PLC dialogue sound like? (like? (Can you think ofCan you think of examplesexamples?)?)

What about an ineffective PLC? What types What about an ineffective PLC? What types of conversations might be heard? of conversations might be heard? (examples?)(examples?)


Ensuring Students LearnEnsuring Students Learn

PLC groups should PLC groups should addressaddress::

1.1. What do we want each What do we want each student to learn?student to learn?

2.2. How will we know when How will we know when each student has learned each student has learned it?it?

3.3. How will we respond when How will we respond when a student experiences a student experiences difficulty in learning?difficulty in learning?


Points to PonderPoints to Ponder

What is the difference between assessment What is the difference between assessment and evaluation?and evaluation?

What is assessment “for” learning?What is assessment “for” learning? What is assessment “of” learning?What is assessment “of” learning? What is assessment “as” learning?What is assessment “as” learning? What are some purposes of assessment?What are some purposes of assessment?


Assessment ‘For’ LearningAssessment ‘For’ Learning

Valuable feedback to Valuable feedback to teachersteachers - revising, re- - revising, re-teaching, refocusing teaching, refocusing instructioninstruction

Valuable feedback to Valuable feedback to studentsstudents – focus their – focus their efforts efforts

Learning is limited – Learning is limited – maybe they got it, maybe they got it, maybe they didn’tmaybe they didn’t

Benefits?Benefits? Without?


Some things to Remember:Some things to Remember: You are already “effective.” We are all striving to You are already “effective.” We are all striving to

become “more effective!” (Address the issue of become “more effective!” (Address the issue of accountability, teacher eval.) “The success of the accountability, teacher eval.) “The success of the PLC Model depends “not on the merits of the PLC Model depends “not on the merits of the concept itself, but on the commitment and concept itself, but on the commitment and persistence of the educators within it.” ~ Dufourpersistence of the educators within it.” ~ Dufour


The Essential PLC Conversation The Essential PLC Conversation Elements Elements

(small group discussion)(small group discussion) How good is good enough when achieving a learning How good is good enough when achieving a learning

target?target? How do we know?How do we know? What are the benefits of descriptive feedback vs. a mark?What are the benefits of descriptive feedback vs. a mark? What are the characteristics of an effective assessment What are the characteristics of an effective assessment

task?task? What is the difference between assessing understanding of What is the difference between assessing understanding of

a concept and understanding of a procedure?a concept and understanding of a procedure? How can you design a task that uncovers student How can you design a task that uncovers student

understanding or misunderstanding of a concept or understanding or misunderstanding of a concept or procedure?procedure?

How do we assess problem solving and communication?How do we assess problem solving and communication?


The Assessment TaskThe Assessment Task Working on your own, complete the task .Working on your own, complete the task . In small groups(2-3) discuss the following:In small groups(2-3) discuss the following: What is the purpose of the task?What is the purpose of the task? Is it better suited to assessment “of” or “for” learning?Is it better suited to assessment “of” or “for” learning? Which mathematical process skills are needed to complete Which mathematical process skills are needed to complete

the task?the task? For which grade level is this appropriate?For which grade level is this appropriate? What strengths or misconceptions would you anticipate will What strengths or misconceptions would you anticipate will

emerge as students complete the task?emerge as students complete the task? De-brief as a whole group.De-brief as a whole group.


Sorting Student WorkSorting Student Work

Working in groups of three, sort the student Working in groups of three, sort the student work into 3 piles: high, medium, lowwork into 3 piles: high, medium, low

Discuss the following as you sort:Discuss the following as you sort: What does the work show about what the What does the work show about what the

student does or does not understand about student does or does not understand about the math?the math?

Discuss whether the teacher has to infer Discuss whether the teacher has to infer what the student understood about the task.what the student understood about the task.

Are there any unique solutions?Are there any unique solutions?


Group De-Brief after the SortingGroup De-Brief after the Sorting Is there a difference between what students Is there a difference between what students

understand and what they communicate about that understand and what they communicate about that understanding? High inference vs. low inferenceunderstanding? High inference vs. low inference

What might make it easier to sort and assess What might make it easier to sort and assess student responses?student responses?

Do we need to bullet-proof every assessment task Do we need to bullet-proof every assessment task we give to students?we give to students?

What is the consequence of too much scaffolding What is the consequence of too much scaffolding when we design tasks?when we design tasks?

How would we make a task more open-ended?How would we make a task more open-ended?


Feedback to StudentsFeedback to Students Examine the “Feedback” Map provided by your FacilitatorExamine the “Feedback” Map provided by your Facilitator Discuss your thoughtsDiscuss your thoughts Take the sample of student work provided by your Take the sample of student work provided by your

facilitator.facilitator. Individually, write descriptive feedback to the student on Individually, write descriptive feedback to the student on

the copy you have been given.the copy you have been given. Write 1-2 positive things that the student understood about Write 1-2 positive things that the student understood about

the task and then write a prompt to point the student in the the task and then write a prompt to point the student in the direction of their next step in completing the task. The direction of their next step in completing the task. The prompt could be in the form of a question or a challenge to prompt could be in the form of a question or a challenge to take the problem further. The written feedback should be take the problem further. The written feedback should be specific to the task.specific to the task.

Share your feedback with your small group and then with Share your feedback with your small group and then with the whole group. the whole group.


Feedback to the ClassFeedback to the Class

If this were your class what feedback or next If this were your class what feedback or next steps would you take?steps would you take?

How would you respond to the class as a How would you respond to the class as a whole?whole?

Share ideas with the whole group.Share ideas with the whole group.


PLC’s and AssessmentPLC’s and Assessment

Read the handout provided by your Read the handout provided by your facilitator.facilitator.

Reflect on the article. Discuss as a group.Reflect on the article. Discuss as a group.


Using Rubrics to Score Problem Using Rubrics to Score Problem Solving and CommunicationSolving and Communication

Review the CAT3 rubric for problem solving Review the CAT3 rubric for problem solving and communication, along with a sample and communication, along with a sample student paper.student paper.

Use the rubric to score the paper for Use the rubric to score the paper for problem-solving and communication. problem-solving and communication.

(2 separate scores)(2 separate scores) Discuss with the whole group.Discuss with the whole group.


Using RubricsUsing Rubrics

In your small group, score the class set of In your small group, score the class set of student work using the rubric. Agree on a student work using the rubric. Agree on a mark for problem-solving and a mark for mark for problem-solving and a mark for communication for each student paper.communication for each student paper.

Discuss the scores you are assigning to Discuss the scores you are assigning to student work and give reasons.student work and give reasons.


Reflect on the Essential Elements of Reflect on the Essential Elements of “PLC Discussion” after the Activity“PLC Discussion” after the Activity

How good is good enough when achieving a learning How good is good enough when achieving a learning target?target?

How do we know?How do we know? What are the benefits of descriptive feedback vs. a mark?What are the benefits of descriptive feedback vs. a mark? What are the characteristics of an effective assessment What are the characteristics of an effective assessment

task?task? What is the difference between assessing understanding of What is the difference between assessing understanding of

a concept and understanding of a procedure?a concept and understanding of a procedure? How can you design a task that uncovers student How can you design a task that uncovers student

understanding or misunderstanding of a concept or understanding or misunderstanding of a concept or procedure?procedure?

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Levels of Questioning

Varying the Levels of Cognitive Demand

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Levels of QuestionsLevel 1:

▪ These questions require recall of information, names, definitions and formulas.

▪ Examples involve only one concept such as reading a graph for information, number sentences and indentifying something.

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▪ These questions require students to have some level of understanding.

▪ translating between different representations of concepts, making connections, generalizations, inferences, discerning graphs and working with information from graphs

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▪ These questions require students to apply concepts in complex, new or novel situations.

▪ multi-step problems, multi-concept problems and non-routine problems

▪ should solicit a great deal of thought from students.

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As Math Teachers, we…

• ask many different kinds of questions

• orchestrate classroom discussions that revolve around questions

• expect students to share ideas with others

• understand the big ideas behind the math concepts

• begin lessons with rich questions or tasks

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Our Challenge is to…• pose questions with higher cognitive

demand

• differentiate instruction to meet the needs of all learners

• provide an adequate balance of varying levels of questions on assessments

• Attempt to create formal assessments with approximately:Level 1 – 20 – 25% Level 2 – 50%Level 3 – 25 – 30%

Discussion???

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Levels of Questions Activity

• In small groups (2-3), complete the list of grade 9 assessment questions and indentify which level you believe the questions occupy.

• Be ready to justify your responses to the group.

• Is there a grey area?

• What other factors play a role in determining the level of a question for a particular group of students?

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Activity Answers:Level 1: #1, 4, 5, 7, 9Level 2: #2, 8, 10, 11, 12, 13Level 3: #3, 6, 14, 15, 16

▪ What are the assessment practices that you currently employ with your students?i.e. What do your formal/informal assessments look like?

▪ With a partner, share your assessments and discuss the levels of questioning.

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As Your Students Transition to the Next Level…• Common Assessment Practices:

High School Classroom Assessment:

Level 1 – 25% Level 2 – 50%Level 3 – 25%

NSE 12: (approximations)Level 1 – 20 – 25%Level 2 – 50 %Level 3 – 25 – 30%

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Looking at Your Classroom Dynamics

• How can we achieve a balance of effective questioning levels, while meeting the needs of all students?

• Will all of your students be successful at Level 3 questions?

• If not, how could we still provide questions at this level, (at a high cognitive demand) while appealing to the varying learning abilities in the room?

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The Differentiation Piece!One way to overcome this challenge

is by implementing:

1) ‘Open’ Questions & Problems

2) Fermi Problems

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Creating Open QuestionsMethod 1 – Working Backwards

Step1: Identify the Topic

Step 2: Think of a closed question and write down the answer.

Step 3: Make up a question that includes or addresses the answer.

Step 4: Will the wording of the question prompt students to show all their thinking?

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ExampleStep 1: Averages

Step 2: The children on the Smith family are aged 3, 8, 9, 10, and 15. What is their average age?

Step 3: New Question – There are five children in a family. Their average age is 9. How old might the children be? Explain your thinking? (Step 4).

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Creating Open QuestionsMethod 2 – Adapting a Standard Question

Step 1: Identify a topic

Step 2: Think of a standard question

Step 3: Adapt it to make it an open question

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Example

Step 1: Measuring

Step 2: What is the length of your table?

Step 3: Find three different objects that are between 3 and 4 meters long.

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Fermi Math Problems

• Fermi questions receive their name from Enrico Fermi, an Italian physicist known for his participation in development of quantum theory.

• Fermi used a process of "zeroing in" on problems

by saying that the value in question was certainly larger than one number and less than some other amount.

• He would proceed through a problem, and in the end, have a quantified answer within identified limits.

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Fermi

• Fermi questions emphasize estimation, numerical reasoning, communicating in mathematics, and questioning skills.

• Fermi questions encourage multiple approaches, emphasize process rather than "the answer", and promote non-traditional problem solving strategies.

• The idea is to use approximate calculation with landmarks and deep understanding, to explore the world and your understanding of it.

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Example:

“What is the mass in kilograms of the

student body in your school?”

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Other Examples• The mass of how many Ford Rangers is equal

to the mass of the water in the swimming pool at Cole Harbor Place?

• How many golf balls will fill a suitcase?• How many liters of gasoline are used by cars

each year in the Canada? • How high would the stack reach if you piled

one trillion dollar bills in a single stack? • What is the weight of solid garbage thrown

away by Canadian families every year? • If your life earnings were doled out to you at

a certain rate per hour for every hour of your life, how much is your time worth?

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Your Turn…

1. Think of a topic that you are currently teaching or will be teaching soon.

2. What is/are the big idea(s) behind the topic?

3. Use one of the methods described to create your own ‘open question,’ or create/find a Fermi Problem that corresponds to the Big Ideas.

4. Try it out with your students.5. Bring student samples to next session.

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Into the Computer Lab!

• Access the Item Bank: http://itembank.ednet.ns.ca

• Explore content area that you are currently working on.

• Search by Reference or Outcome

• Create a Formative Assessment that has a balance of Level 1, 2, & 3 questions – (Strive for 25% - 50% - 25%).

• Save the Assessment and email it to yourself.

• Administer and bring samples of student work to next session.

http://itembank.ednet.ns.ca/

hrsb, 2009 act ix cohort “assessment as pd” plc’s at work day 3 professional development...

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