mathematics leadership 25-10-07

8/3/2019 Mathematics Leadership 25-10-07

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Mathematics and

Assessment

25th October 2007


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Overview

1. Assessment Strategies2. Mathematics Developmental

Continuum

3. 2007 AIM Data


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Things we need to consider when considering schoolimprovement in Mathematics:

What kinds of assessment practices do we use across theschool?

What do we do with the assessment data gathered?

How do we identify and monitor the needs of low attaining/ andmore able students?

How do we identify and track the value added from one year tothe next using SINE data or other assessment data?

How do we use assessment data to identify strengths and areasof focus for professional development?

What targets or goals do we want to set for the next 6 months,12 months, 2 years?

Assessment in Mathematics


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Intended outcome:

That assessment will inform the development ofthe P-6 Mathematics program.

It is assessment which helps usdistinguish between what has been

taught and what has been learnt.


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Work Samples Survey QuestionnaireOral

QuestioningChecklist

PhotographsStudent

Journal

PortfolioFormative

assessment

Annotated

classlist

InterviewDiagnostic

taskDiscussion

Open-endedquestion

Self-assessment

Peerassessment

Practical task InvestigationAuthentic

assessmentObjective

assessment

AIM Written test ObservationRich assessment

taskPerformance

Individualreport

Anecdotalnotes

Group reportSummativeassessment

Subjectiveassessment

Teacher: _______________________________


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Mathematic Assessment Tasks Baseline Data

0

5

10

15

20

25

30

Worksamples

Survey

Questionnaire

OralQuestioning

Checklist

Photographs

StudentJournal

Portfolio

AnnotatedClasslist

Interview

DiagnosticTask

Discussion

Open-endedQuestion

SelfAssessment

PeerAssessment

PracticalTask

Investigation

AIM

WrittenTest

Observation

RichAssessmentTask

Performance

IndividualReport

AnecdotalNotes

GroupReport

Most Frequent Less Frequent


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How well do we know our students in Mathematics?

Mathematical Content

Students understandings and knowledge of the content addressed in the task/s

for the day.Mathematical Processes

Problem-Solving: Selection from variety of strategies to problem solve.

Communication: Communicate mathematics both verbally and in written form.

Reasoning: Make, test and evaluate arguments (independent variablesassociated with the function and determining the value of the function) and

conjectures(unproven mathematical theorem). Connections: Link between mathematical topics and mathematical activity andreal-world application.

Mathematical Disposition

Students thinking, beliefs, understandings, enjoyment, confidence, learningenvironment preference, perseverance about and in mathematics.


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Task 2 - Partner Interview

Select the last student from your class roll and find apartner to interview.

Use the following to interview your partner:1. Tell me about the mathematics that the student

knows (content).

2. Which mathematical processes are his/her

particular strengths? (eg. Reasoning,communication, problem solving, connections)

3. Tell me about the students mathematicaldisposition (eg. Attitudes, persistence,confidence, cooperation skills).


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What to look for when observing students in Mathematics:

Mathematical Skills

Use of Problem Solving Strategies

Use of generalisation Explaining their thinking

Nature and quality of written work

Use of materials/diagrams

Organisation

Persistence Engagement

Interaction with others

Use of time

Confidence


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Assessment in MathematicsCharacteristics of Rich Assessment Tasks:

Connect naturally with what has been taught;

Address a range of outcomes in one task

Are time efficient and manageable

All all students to make a start

Engage the learner

Can be successfully undertaken using a range of methods or approaches

Provide a measure of choice or openness

Encourage students to disclose their own understanding of what they have learned

Are themselves worthwhile activities for students learning

Provide a range of student responses, including a chance for students to show all theyknow about relevant content

Draw the attention of teachers and students to important aspects of mathematical activity

Help teachers to decide what specific help students require in the relevant content areas

Authentically represent the ways in which knowledge and skills will be used in the future


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Baseline Data & Targets

76.9

62.2

80

51.5

32.6

60

0

20

40

60

80

Percentage

ofstudents

atorabove

standard

Yr 3 Like

Schools

(LBOTE)

Yr 3 St.

James

Yr 5 Like

Schools

(LBOTE)

Yr 5 St.

James

2006 AIM Number

Cohort Performance School Target


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63.1

46.3

80

50.6

34.8

60

020

40

60

80

Pe

rcentage

of

stu

dents

ator

above

standard

Yr 3 Like

Schools (LBOTE)

Yr 5 Like

Schools(LBOTE)

2006 AIM Mathematics

Cohort Performance School Target


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0

20

40

60

80

100

Percentage

of

stu

dents

ator

abo

ve

standard

Prep Yr1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6

VELS Number Standard

Mid Year Target


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Between Session Activity - Classroom Teachers

Professional Reading - Valuing What We See,Doug Clarke and Linda Wilson

You will be required to trial one of the RichAssessment Tasks within your classroom andobserve and record one of the following:

Mathematical Content/Skills

Mathematical Processes - ProblemSolving, Communication,Reasoning, Connections

Mathematical Disposition

For the next whole staff meeting on Moderation 1stNovember, you will be required to bringstudents mathematical work and your

observation records from the RichAssessment Task.

Between Session Activity - Mathematics LeadershipTeam

Attend Session 3 Mathematics Leadership PD 17/10

Develop online Mathematics Survey for years 3-6

Collect Term 4 Mathematics Overviews

Design and trial Rich Assessment Tasks for Term 4Content Areas within specific year level.

Purchase resources for Mathematics

Collate numeracy data to prepare for school closureday in 10th December


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Assessment in MathematicsThe Mathematics Developmental Continuum P -10 provides evidence

based indicators of progress, linked to powerful teaching strategies,

aligned to the progression points and the standards for the

Mathematics Domain of the Victorian Essential Learning Standards.

Indicators of progress are points on the learning continuum that

highlight critical understandings required by students in order toprogress through the standards.

The Mathematics Developmental Continuum P -10 will assist teachers:

Deepen understandings of the Mathematics domain

Enhance teaching skills to enable purposeful teaching

To identify the range of student learning levels within their Mathematics

classes

Monitor individual student progress towards achievement of the

Victorian Essential Learning Standards in Mathematics

Develop a shared language to describe and discuss student progress

http://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscon

tinuum/default.htm
http://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscontinuum/default.htmhttp://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscontinuum/default.htmhttp://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscontinuum/default.htmhttp://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscontinuum/default.htmhttp://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscontinuum/default.htmhttp://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscontinuum/default.htm

mathematics leadership 25-10-07

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