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NCTM Kanold Chicago

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This is my NCTM Talk from November 30th, 2012

This is my NCTM Talk from November 30th, 2012

Published in: Education

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  • 1. 12/7/12  Summative Assessment in a FormativeAssessment World!! It’s a Crazy Teaching Life! November 30th, 2012 Rise and stumble from the bed, it wakes the worries in my head, and I pour myself a bowl of Chicago NCTM Regional Meeting Cherrios… A vision cannot be true or false but Think about the good and bad, the happiness ultimately is evaluated against other outweighs the sad, and the balance evens out the highs and lows… possible directions for your classroom and your school… There’s lessons to be learned and progress to be made, tomorrow I can say I am a little older and Timothy D. Kanold wiser… It’s a crazy life… You’re either wrong or right… tkanold.blogpspot.com It’s a crazy life… Our outcomes for this session 1) understand your TPOV about high quality mathematics assessment 2) Build a basis for high quality assessments and the accurate grading/scoring of those assessments 3) Use the PLC Teaching-Assessing – Learning cycle as part of a formative assessment process 3   Noel Tichy – Your Teachable Point of View or TPOVOur 1st outcome for this session “A cohesive set of ideas and concepts that a person is1) Understand your TPOV about high able to clearly articulate toquality mathematics assessment others.” Director,  Global  Leadership  Program   &  Professor  of  Management  and   Organiza<ons   1  
  • 2. 12/7/12   How do you discover your TPOVYour TPOV for Effective Assessment? for Effective Assessment? Discuss with a shoulder partner your 30 second personal vision for effective assessment… The meaning of words used in your An Assessment TPOV with Great TPOV matter! Language matters! Reward… Evaluating the Evidence – John Hattie (2009) meta-analysis of over 800 studies… Assessment (and grading) as a process of Formative Feedback .73Assessment as a form of Formative Assessment as a form of Formative Feedback .73 Feedback .73Turn to the Popham Reading…Take a moment to scan the readingand highlight/underline statements thatconnect with your current assessmentsituation.When ready, share one or twohighlights with a shoulder partner. 2  
  • 3. 12/7/12   Assessment as a Means of learning and not an End to learning Our 2nd outcome for this session Action to 2) Build a basis for high quality feedback assessments and the accurate really matters… grading /scoring of those assessmentsEvaluating the Quality of Our High Quality Assessment Instrument ToolSurfboards!!!On what “Basis” do you determine the characteristics of a high quality unit assessment or exam? A TPOV for High Quality Assessment Eliminating Grading Variance… Instruments… page 7 working with your colleagues!Using the “Assessment or Test Evaluation Rubric” criteria – A culture of Collaborative Assessment and “grading” FEET-MEET and GREET decision-making is one of the most important tasks of gradeWhat you would add to the Rubric, level or course based teachers what you like or dislike and how you and teacher teams… might use it in your school or district…. 3  
  • 4. 12/7/12   Shoulder partner to answer this Improving the Accuracy of Your question… Feedback and Grading PracticesHow do you and those that teach Double Scoring: A second scoring of student papers by a different teacher (Group scoring) the same course or grade level as you know that the grading of Calibration: Agreement between evaluators any assessment instrument is as to the rubric score for an exam (Anchor accurate? papers) Inter-rater Reliability: Two or more evaluators agree on a student score (Discuss differences) The Teaching – Assessing – Learning Cycle…Our 3rd outcome for this session Step 1:3) Use the PLC Teaching-Assessing – Collaborative teams identify learning targets, and design common coreLearning cycle as part of a formative unit tasks and assessment instrumentsassessment process Step 5: Step 2: Collaborative teams use Teachers implement ongoing student formative assessment assessment feedback to classroom strategies improve instruction The PLC Teaching – Assessing – Learning Cycle Step 4: Step 3: Students use Step 1 Students take action on assessment instruments for classroom formative motivation, reflection and assessment feedback action Step 1: Teaching – Assessing –Three Critical Equity Questions: Learning Cycle1) What is it we want our students to ON A UNIT – BY - UNIT BASIS:learn? (The Standards) 1.  AGREEMENT ON COMMON LEARNING TARGETS2) How will we know if they are 2.  AGREEMENT ON COMMON HIGHlearning? (Your Common Assessments) QUALITY/ HIGH CONITIVE DEMAND TASKS…3) How will we respond when students 3.  AGREEMENT ON ALL COMMONdo not learn? Formative AssessmentProcesses) ASSESSMENT INSTRUMENTS… 4  
  • 5. 12/7/12  Steps 2 and 3: Teaching – Assessing Step 4: Teaching – Assessing –– Learning Cycle Learning CycleDaily – in class – formative Students and faculty reflect on assessment – around the team successes and focus next step designed mathematical tasks… actions based on evidence of areas of weakness, during and after the unit of study - as the assessment instrument is used for formative student learning.Thinking  About  Your  PLC  Common   Summative Assessment in a Formative Assessment World!!Core  Implemeta8on  Prac8ces...     In  2012-­‐2013  –  what  part  of  your   November 30th, 2012 Assessment  Vision  do  you  and  your   Chicago NCTM Regional Meeting colleagues  most  need  to  focus  on?     1)  High  quality  common  exams  wriCen   Have a Great Holiday and School before  the  Unit  begins?     Year!! 2)  Calibrated  scoring  of  those  exams  to   Thank you! ensure  accuracy  to  grading  for  all  students?     3)The  use  of  all  assessments  (surIoards)  as   Timothy D. Kanold part  of  a  formaJve    Process?     tkanold.blogpspot.com 5