Presentation for the MCTM Conference 2017

1. Formative
Assessment
Creating Tasks
&
Providing Timely
Feedback

2. Introductions
Brady Gustafson
● Algebra 1
● Honors Geometry
● Personal Finance
Cassandra Gustafson
● AP Calculus
● Pre-Calculus
● Personal Finance

3. Clarenceville High School
Demographics
● Located in Livonia
● Enroll Students from Livonia, Redford & Farmington
● High School Enrollment 573
● 22% School of Choice
● 53% Free & Reduced Lunch
● 86.6% Graduation Rate

4. Formative Assessments
The Main Goal: We are ALL always learning!
Used to drive instruction
● What do my students know?
● Are we ready to move on?
● What should we do next?
Procedure/ Classroom Culture
● Part of daily / weekly class routine
● Have familiarity
● Student Accountability

5. Tasks
Large vs. Small
Large Tasks Small Tasks____
Project Style Quick Assessment
Usually work in pairs/ groups Individual Concepts
Takes time to complete 5 Minutes max
Quick to check
Both
Should Drive Instruction
Promote Discourse
Provide Opportunity for Feedback

6. Performance Tasks
The Prize Patrol
You have been selected to drive a prize patrol cart and place prizes on the competing teams’
predetermined paths. You know the teams’ routes and you can only make one pass. Where will
you place the prizes so that each team will have a chance to find a prize on their route?
Here are the equations for each of the four competing teams’ paths:
Team 1 Route: x - 3y = -15
Team 2 Route: -5x + 2y = -12
Team 3 Route: x + 2y = -4
Team 4 Route: 3x - 4y = 4
Sketch the graphs of the four teams. Determine the equation for your prize patrol path and then
identify the coordinates where you will place your prizes. Show your work and list the
coordinates to the nearest tenth. Remember, all routes must be straight lines.

7. Task Cards
● One or Two Standards
● Complete in 5 minutes
● Collect & Check Immediately- FEEDBACK*
● Clear Directions
● Multiple Versions
● Multiple Copies
● Procedure is Key!

8. Task Cards: Examples
Convert from degree to radian
30 ° = _________
Convert from radian to degree.
Π / 2 = _________.
Solve for x.
(x - 2)( x + 4) = 0
Simplify.
1.) (x2
)3
2.) x2
* x3
3.) x6
/ x2
4.) (xy) 2
5.) (x/y)2

9. Classroom Culture
● We are all in this together
● We can learn from each other
● Mistakes are OK and expected
● Discourse is important
● Use of Language
Appropriate
Mathematical
Nonjudgemental

10. Learning Goals
● What are they?
● Do your students know what you are looking for?
● Could they restate the goals in their own words?
● How does it connect with what they have learned and what they are going to
learn?
● Are your tasks and activities aligned to the learning goals?

11. Learning Goals
Tips
● Clear & Concise
● Use Accessible Language
● Internalize Their Learning
● Reference Throughout the Lesson
● Connects to Bigger Picture
Large vs. Small
Large Tasks
Prize Patrol LG: Use systems of equations to solve real-life problems
Small Tasks
Exponents Task Cards LG: Accurately apply the laws of exponents

12. The Systemic Approach
How do I make formative assessments with timely feedback work in my classroom?
The Approach
● Determine type of formative assessment
● Determine the type of feedback
● Determine appropriate time frame
● Determine options/ path for afterwards
Tips
● It is a cyclical part of learning
● Classroom Procedure
● Reflection- both teacher and students

13. The Systemic Approach
Task Cards
● Check while students work
● Meet with teacher individually
● Collect at end of hour, return following day
Student Corrections
● Reteach common errors, whole group or small group, then return cards
● Simply redo it individually
● Revisit notes and then revisit card
● Paired with same bad answer partner
● Meet with teacher individually, new card

14. The Systemic Approach
Performance Tasks
● Check-in while students work
● Meet with teacher individually
● Post and have students provide feedback
● Collect and Return
● Provide Multiple Opportunities for
○ Discourse
○ Work time
○ Editing*

15. Types of Feedback
● Teacher to Individual
● Teacher to Pair/ Group
● Student to Student
● Student to Self

16. Descriptive Feedback
What is Descriptive Feedback?
Provides students with a pathway to continue learning.
Tips
● Start with something good
● Keep learning goals in mind
● Use questions (remember its cyclical- not corrective)

17. Peer Feedback
Ask students to apply their reasoning to someone else’s work
● Provide Opportunities
● Model Appropriate Feedback
● Practice, Practice, Practice
● Provide a Structure
What we found…
● At first, students will take the easiest route
● Providing a starting phrase or word wall helps
● Give feedback on their feedback

18. See- Think- Wonder I See...
I Think...
I Wonder...

19. Action Words
Achieve
Adapt
Adjust
Analyze
Apply
Arrange
Balance
Budget
Calculate
Categorize
Change
Chart
Clarify
Collect
Communicate
Compare
Compute
Define
Demonstrate
Derive
Design
Detect
Determine
Develop
Discover
Display
Effect
Establish
Estimate
Evaluate
Examine
Exchange
Exhibit
Expand
Explain
Focus
Formulate
Group
Identify
Illustrate
Implement
Improve
Increase
Interpret
Investigate
Judge
Locate
Maintain
Measure
Model
Modify
Obtain
Organize
Outline
Participate
Perform
Persuade
Predict
Prepare
Process
Produce
Reduce
Represent
Reproduce
Review
Revise
Search
Select
Shape
Solve
Specify
Support
Test
Update
Utilize
Verify
Visualize

20. See- Think- Wonder I See...
I Think...
I Wonder...

21. See- Think- Wonder I See...
I Think...
I Wonder...

22. Descriptive
Feedback

23. Descriptive
Feedback

24. Effective Questions
Developing Mathematical Thinking with Effective Questions
Teacher Line PBS.org questions for mathematical thinking.
Categories of Questions
● To help students build confidence and rely on their own understanding
● To help students learn to reason mathematically
● To check student progress
● To encourage conjecturing
● To promote problem solving
● To help when students get stuck
● To make connections among ideas and applications
● To encourage reflection
Instructions for use:
● Have list ready
● Highlight specific questions for specific tasks
● Print on Post-it notes

25. Effective Questions
Why is that true? How did you
reach that
conclusion?
Is that true for all
cases? Explain.
Can you think of
another method
that might have
worked?
Can you think of a
counterexample?
What
assumptions
are you
making?

26. Student Examples
1 2
3
4

27. Recap
The Main Goal: We are ALL always learning!
● Create a procedure that works for you and your students
● Determine the type and length of the formative assessment
● Determine the type of feedback
● Practice, Practice, Practice!
● Reflect, Adapt, Repeat

28. Contact Info
Email:
casscornerinfo@gmail.com
Cassandra’s Corner on Teachers Pay Teachers
https://www.teacherspayteachers.com/Store/Cassandras-Corner