Darren Kuropatwa http://adifference.blogspot.com Building Learning Communities 2007

What you know about math?

The problem is ... what do grades mean?

It started with ... ... a terse comment

Student Voices to Expert Voices

Structuring the pedagogy ...

Structuring the pedagogy ...

Structuring the pedagogy ...

(re)Structuring the pedagogy ...

The Assignment Think back on all the things you have learned so far this semester and create (not copy) four problems that are representative of what you have learned. Provide annotated solutions to the problems; they should be annotated well enough for an interested learner to understand and learn from you. Your problems should demonstrate the upper limit of your understanding of the concepts. (I expect more complex problems from a student with a sophisticated understanding than from a student with just a basic grasp of concepts.) You must also include a brief summary reflection (250 words max) on this process and also a comment on what you have learned so far. Listen to an Expert Voice ... who learns in depth ...

The Assignment

Think back on all the things you have learned so far this semester and create (not copy) four problems that are representative of what you have learned. Provide annotated solutions to the problems; they should be annotated well enough for an interested learner to understand and learn from you. Your problems should demonstrate the upper limit of your understanding of the concepts. (I expect more complex problems from a student with a sophisticated understanding than from a student with just a basic grasp of concepts.) You must also include a brief summary reflection (250 words max) on this process and also a comment on what you have learned so far.

Listen to an Expert Voice ... who publishes for the world ...

Listen to an Expert Voice ... and the world replies ...

The Age of Innovation

Be largely performance based ... We need to know how students apply content knowledge to critical-thinking, problem-solving, and analytical tasks throughout their education, so that we can help them hone this ability and come to understand that successful learning is as much about the process as it is about facts and figures.

Make students’ thinking visible. The assessments should reveal the kinds of conceptual strategies a student uses to solve a problem.

Make students’ thinking visible. The assessments should reveal the kinds of conceptual strategies a student uses to solve a problem.

Generate data that can be acted upon. Teachers need to be able to understand what the assessment reveals about students’ thinking. And school administrators, policy makers, and teachers need to be able to use this assessment information to determine how to create better opportunities for students.

Build capacity in both teachers and students. Assessments should provide frequent opportunity for feedback and revision, so that both teachers and students learn from the process.

Build capacity in both teachers and students. Assessments should provide frequent opportunity for feedback and revision, so that both teachers and students learn from the process.

Build capacity in both teachers and students. Assessments should provide frequent opportunity for feedback and revision, so that both teachers and students learn from the process.

Be part of a comprehensive and well-aligned continuum. Assessment should be an ongoing process that is well-aligned to the target concepts, or core ideas, reflected in the standards.

The Rubric v1.1

Reflections ... theirs ...

Reflections ... and mine ...

Reflective comments ...

Success ...

Credits What a Child Sees http://flickr.com/photos/thomashawk/176785431/ What You Know About Math? http://youtube.com/watch?v=-9wq2WAH-Qk Video An all A's grades report now considered ornamental http://flickr.com/photos/mavisbal/347518574/ Reflect http://flickr.com/photos/myrtepeert/149231528/ Yer Blues http://flickr.com/photos/snowriderguy/177425082/ Truth http://flickr.com/photos/nuudls/177668934/ Photos

thanks