proficiency-based assessment: implications for our practice
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Proficiency-Based Assessment: Implications for our Practice. Nicole Rigelman Portland State University Teachers of Teachers Mathematics Conference September 7, 2013. Our Grading Practices Policy Influencing Oregon Schools Implementation Examples Affordances Challenges - PowerPoint PPT PresentationTRANSCRIPT
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Proficiency-Based
Assessment:
Implications for
our PracticeNicole Rigelman
Portland State University
Teachers of Teachers Mathematics
Conference
September 7, 2013
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Sess
ion
Over
view
Our Grading Practices Policy Influencing
Oregon Schools Implementation Examples Affordances Challenges Implications for Our
Practice as We Prepare Future Mathematics Educators
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Criti
cal
Ques
tions On what basis do you
determine grades in your courses? For what purpose?
http://goo.gl/QJCI5x
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Indi
vidua
l Stu
dent
Asse
ssm
ent,
Reco
rdke
epin
g,
Grad
ing,
and
Rep
ortin
g - H
B 22
20 Determine the student’s progress toward achieving the academic content standards (align instruction to standards).
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Indi
vidua
l Stu
dent
Asse
ssm
ent,
Reco
rdke
epin
g,
Grad
ing,
and
Rep
ortin
g - H
B 22
20 Show, at least annually, the student and parents whether the student’s progress to standards meets or exceeds grade-level standards expectations.
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Indi
vidua
l Stu
dent
Asse
ssm
ent,
Reco
rdke
epin
g,
Grad
ing,
and
Rep
ortin
g - H
B 22
20
Assure that a student’s academic grades reflect his/her academic proficiency.
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Grading
Elements
Major exams
Performance
assessments
Reports or
projects
Student
portfolios
Exit tickets or
tasks
Students’
notebooks or
journals
Classroom
observations
Oral presentations
Homework
completion
Homework
quality
Class participation
Work habits and
neatness
Class attendance
Punctuality of
assignments
Class behavior or
attitude
Progress made
Class participation
Work habits and
neatness
Effort put forth
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Resp
onse
from
Di
stric
ts Align instruction to standards Assure grades reflect
academic proficiency
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What the assessment research tells us…
Grading IS NOT essential in the
teaching and learning process.Feedback IS!!!
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Asse
ssm
ent f
or
Lear
ning
Clarifying, understanding, and
sharing learning intentions.
Engineering effective classroom discussions, tasks
and activities that elicit evidence of learning.
Providing feedback that moves learners forward.
Activating students as learning resources for one
another. Activating students as owners
of their own learning.- Black and Wiliam, 1998, 2009
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Asse
ssm
ent f
or
Lear
ning
Clarifying, understanding, and
sharing learning intentions.
Engineering effective classroom discussions, tasks
and activities that elicit evidence of learning.
Providing feedback that moves learners forward.
Activating students as learning resources for one
another. Activating students as owners
of their own learning.- Black and Wiliam, 1998, 2009
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Clarifying, understanding, and sharing learning intentions.
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Engineering effective classroom discussions, tasks
and activities that elicit evidence of learning.
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Examining Student Thinking: Geometric patterning tasks
Two 3rd grade tasks and associated student work samples
Questions to consider: What mathematical ideas do these tasks draw
out? What do you notice? What do you wonder? What surprises you? What are the implications for your practice?
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A Typical Algebra Task
How many squares will be in the 25th arrangement?
Figure Number 1 2 3Total Number of Squares 5 7 9
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A Revised Version of The Algebra Task
Investigate and report all you can about this pattern.
Figure Number 1 2 3Total Number of Squares 5 7 9
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You may want to consider including things like: observations about
the pattern a rough sketch or
picture of some larger figures in this pattern
some different ways of 'finding' the total number of tile in any figure in pattern (like methods of counting, a table, a graph, a formula or rule)
Which figure has 120 tiles? How did you decide? What is another way to determine this?
How would you convince somebody else that you are right?
Figure Number 1 2 3Total Number of Tile 3 8 15
Investigate and report all you can about the following growing pattern.
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1 2 3 4 5 6 7 8 9 100
20
40
60
80
100
120
Figure Number
Tota
l Num
ber
of T
ile
Figure Number
1 2 3 4 5 6 7 8 9 10Total Number of Tile
3 8 15
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You may want to consider including things like: observations about the
pattern a rough sketch or picture
of some larger figures in this pattern
some different ways of 'finding' the total number of tile in any figure in pattern (like methods of counting, a table, a graph, a formula or rule)
Which figure has 120 tiles? How did you decide? What is another way to determine this?
How would you convince somebody else that you are right?
Figure Number 1 2 3Total Number of Tile 3 8 15
Investigate and report all you can about the following growing pattern.
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Providing feedback that moves learners forward.
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3 Ma
jor
Ques
tions
Where am I going (the goals)? = feedup How am I going? =
feedback Where to next? Feedforward
Hattie and Timperley, 2007
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Activating students as owners of their own learning.
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Think Thank Thunk
• Click above to access his page, video of
his TEDx Presentation on the right sidebar.
•BlueHarvest Feedback is his grading
program
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Big
idea
s
Differentiate by posing a good task and interacting
with groups/individuals based on observed needs.
Specify learning targets met as revealed in the student work and press for additional possibilities… with
feedback (feedforward) that presses students to consider next steps/questions.
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ImplicationsWhat are the implications for
our practice as we prepare
future mathematics educators?